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This study aims to ascertain the personal characteristics of a group of successful academic entrepreneurs in a South African university enterprise and the prevalent barriers and enablers to their entrepreneurial endeavour.

The authors used a Delphi process to identify and rank the characteristics, enablers, barriers and behaviours of entrepreneurial academics, with a Nominal Group Technique applied to establish challenges they encounter managing their enterprise and to propose solutions.

Perseverance, resilience and innovation are critical personal characteristics, while collaborative networks, efficient research infrastructure and established research competence are essential for success. The university’s support for entrepreneurship is a significant enabler, with unnecessary bureaucracy and poor access to project and general enterprise funding an impediment. Successful academic entrepreneurs have strong leadership, and effective management and communication skills.

The main limitation is the small study participant group drawn from a single university enterprise, which complicates generalisability. The study supported the use of Krueger’s (2009) entrepreneurial intentions model for low- and middle-income country (LMIC) academic entrepreneur investigation but proposed the inclusion of mitigators to entrepreneurial activation to recognise contextual deficiencies and challenges.

Skills-deficient LMIC universities should extensively and directly support their entrepreneurial academics to overcome their contextual deficiencies and challenging environment.

This study contributes to addressing the paucity of academic entrepreneur research in LMIC contexts by identifying LMIC-specific factors that inhibit the entrepreneur’s movement from entrepreneurial intention to entrepreneurial action.

The purpose of this research is to investigate how parents and caregivers describe their concerns about the HPV vaccine for their children on open Internet websites. The study examines what the discourse among parents reveals about their concerns regarding the HPV vaccine.

Our exploratory study utilized a grounded theory approach as a method of collecting data and simultaneously formulating research questions based on emerging themes from the data. We used purposeful sampling to select sets of comments posted on websites that provided news, scientific information, or parental support regarding HPV and its vaccine.

Findings suggest support for Bond and Nolan’s (2011) theory that familiarity with a disease is central to parents’ assessment of risk, and that dread of a serious disease such as cervical cancer is weaker than dread of unknown possible side effects in parents’ motivation to give or withhold the vaccine for their children.

Research limitations include our usage of a purposeful convenience sample of websites. The limitation of this sampling technique is that the comments made by website “users” and used in the analysis may not be representative of the wider population, and may include Americans as well as non-Americans.

Our research fills an important gap in the literature by looking at the ways in which parents share their concerns about the HPV vaccine on Internet websites as they consider whether to reject, delay, or consent to the vaccine.

The purpose of this paper is to describe current challenges faced by women and underrepresented minority faculty members, the benefits of mentoring programs, conceptual frameworks that highlight a wellness model and mentoring relationships and the findings from a mixed methods evaluation of a formal mentoring program (EMPOWER) that highlights the indirect benefits of such a program and the impact on faculty well-being.

This study was based on grounded theory, in which analysis was ongoing as data were collected and a variety of methods were used to building understanding. Measures included a survey and semi-structured interviews and focus groups. The thematic analysis of qualitative data was conducted utilizing the constant comparative method. Descriptive statistics were calculated for quantitative data.

Findings focus on the indirect benefits of EMPOWER including creation of a safe space, continued relationships between mentees and mentors, networking benefits, acculturation to the campus and a better understanding of organizational politics and how these can positively impact faculty well-being.

The benefits of this formal mentoring program, and the impact on faculty well-being, are important to acknowledge, understand and share with the broader research community and other institutions of higher education.

Critical race theory (CRT) seems to face a never-ending baptism by fire. When the Trump administration sought to ban CRT from American federal training courses in 2020, this may have come as a shock to few (Lang, 2020). Perhaps of greater surprise was that mutual sentiments resonated with the UK Minister for Equalities Kemi Badenoch, a black female, who appears to oppose the teaching of CRT in principle (Thrilling, 2020). The resurgence of such denunciations is problematic in a Western world which is primed for social activism, particularly for scholars in higher education institutions, where CRT has been gaining traction as a guiding framework for research into antiracism, fairness and affirmative action. This chapter suggests that the condemnation of CRT is neither unexpected nor is it altogether absurd. Nevertheless, it aims to provide a balanced metatheoretical ‘criticism’ of CRT and offer a view on the suitability of, and prospects for, its activist research agenda in higher education. Quite often, criticisms of CRT reflect issues with its origin as a troubled bricolage of conveniently assembled ‘tenets’, which do not lend themselves easily to the burden of evidentiary production required in higher education research and practice. In this review, I analyse CRT, through its bricolage-style characteristics, as primarily an explanatory theory, with respect to its application against racialised issues in higher education policy. It is hoped this chapter offers academic and activist researchers a way past the shadow of CRT's bricolage, by defusing some of the misgivings towards its inherent limitations.

Perceived environmental uncertainty (PEU) is a foundational concept in organization studies. The PEU typologies used in organizational research were developed using private sector managers. But, do public sector managers perceive the same uncertainty sources? We asked public sector managers in Hong Kong to identify and group uncertainty sources facing their organizations. Multidimensional scaling and cluster analysis yielded classes of uncertainty sources that differ from those developed using private sector managers.

This chapter presents a practice example of inquiry-based learning. A graduate level research methods course was designed to be student-centered and inquiry-based utilizing scaffolding assignments (Skene & Fedko, 2012), small group discussions (Huang, 2005), peer feedback (Skene & Fedko, 2012), and collaborative interactive exercises (Volet & Mansfield, 2006). Having students ask the questions in which they are interested (Jansen, 2011), find the resources to answer those questions, which then leads to new questions (Stripling, 2009), eventually culminates in the creation of a literature review and research proposal. The course concludes with a number of application exercises that connect theory to practice (Kuh, Chen, & Nelson Laird, 2007). Many of the specific in-class practices that support this inquiry-based approach are presented.

This study aims to investigate the effects of COVID-19 working arrangements on role stress, burnout and turnover intentions in public accounting professionals. Additionally, while all professionals have had to adapt to this rapid change in working environment, this paper explores whether the impact of this transition differs depending on demographic factors, namely, rank, gender, firm size and service line.

The authors survey 159 public accountants working in audit and tax on their perceptions of role stress, burnout and turnover intentions before COVID-19 and since. The survey used validated instruments from prior literature to capture these measures.

Results show that role stress, burnout and turnover intentions increased significantly since remote work began. Specifically, the rank of accountants significantly affects this association, with staff experiencing the most significant increases in role stress and burnout and seniors reporting significantly higher intentions to leave their current firms. Females experience a significant increase in feelings of emotional exhaustion and turnover intention, while males experience a significant increase in feelings of depersonalization and role overload. Finally, there is a positive association between firm size and burnout, with employees from national/midsize firms experiencing the largest increase in feelings of emotional exhaustion, reduced personal accomplishment and depersonalization.

Given that all prior research on role stressors, burnout tendencies and turnover intentions in the context of public accounting was conducted in the pre-COVID-19 work environment, this paper examines a timely and significant event that is likely to have a long-lasting impact on the way in which people work. As accounting firms seek to develop new working models and promote well-being among their employees, they should take note of the findings of this study that gender, rank and firm size result in differential impacts on role stress, burnout and turnover intentions.

The emergence of an evidence-based medicine logic represents a major change in the large and complex field of American healthcare. In this analytical case study, the authors show that the intellectual school of evidence-based medicine became an important meso-structure that facilitated the growth of the new logic in American healthcare. The new intellectual school was a community of scholars who generated shared rules and resources through intergenerational mentoring. The school engaged in advocacy to advance new intellectual paradigms for conceptualizing healthcare quality that, when connected with material practices in the field of American healthcare, came to form a new institutional logic.

Charitable Choice Policy, the heart of President Bush’s Faith‐Based Initiative, is the direct government funding of religious organizations for the purpose of carrying out government programs. The Bush presidential administration has called for the application of Charitable Choice Policy to all kinds of social services. Advocates for child‐abuse victims contend that the Bush Charitable Choice Policy would further dismantle essential social services provided to abused children. Others have argued Charitable Choice Policy is unconstitutional because it crosses the boundary separating church and state. Rather than drastically altering the US social‐policy landscape, this paper demonstrates that the Bush Charitable Choice Policy already is in place for childabuse services across many of the fifty states. One reason this phenomenon is ignored is due to the reliance on the public‐private dichotomy for studying social policies and services. This paper contends that relying on the public‐private dichotomy leads researchers to overlook important configurations of actors and institutions that provide services to abused children. It offers an alternate framework to the public‐private dichotomy useful for the analysis of social policy in general and, in particular, Charitable Choice Policy affecting services to abused children. Employing a new methodological approach, fuzzy‐sets analysis, demonstrates the degree to which social services for abused children match ideal types. It suggests relationships between religious organizations and governments are essential to the provision of services to abused children in the United States. Given the direction in which the Bush Charitable Choice Policy will push social‐policy programs, scholars should ask whether abused children will be placed in circumstances that other social groups will not and why.

Women remain dramatically underrepresented in the engineering profession and far fewer women than men persist in the field. This study aims to identify individual and contextual factors that distinguish women who persist in engineering careers in the US.

Qualitative research was conducted based on semi‐structured interviews with 31 women engineers, ten of whom had left an engineering career and 21 persisting for on average 21 years. The interviews were recorded, transcribed, coded and analyzed.

Women who persisted in engineering careers articulated high levels of self efficacy, described themselves in terms of their identity as an engineer, and were motivated by the challenges and novelty of the profession. Women engineers' ability to adapt enabled them to persist and thrive despite working in a male‐dominated culture characterized by difficulties associated with the workplace, including discrimination. Women who opted out of engineering were less likely to recognize options in navigating the workplace and some felt as if they were pushed into engineering. Persistent engineers were less likely to be married and had fewer children.

Although appropriate for an inductive study using a grounded theory approach the sample was small and the data was self reported.

A model is developed that integrates individual and contextual factors explaining a woman's persistence in an engineering career and has potential to explain persistence in other professions. To retain more women in engineering careers, organizations and managers should provide opportunities to develop identified skills within the professional domain and should provide opportunities for women engineers that provide continuous learning, on‐going challenges and novel work.

Although numerous studies have addressed the retention of women in academic engineering programs and several recent studies have described why women leave engineering careers, the novelty of this study is that it addresses why women stay.