Search

Purpose: The board independence norm has shaped corporate governance globally, but research on the supply of independent directors (IDs) is limited. "New careers" studies suggest that dynamic non-conventional career paths are evolving, but empirical evidence is mostly limited to Western societies. The authors studied reasons for academics to consider taking on an ID role in firms in China. Design/methodology/approach: Employing a quantitative methodology, data were collected via a survey targeting 1,500 academics, representing a quarter of business-linked academics in China's National Key Universities. The response rate was 55% and, after eliminating irrelevant responses, the sample used comprised 581 academics, 111 of whom have taken on an ID role. Findings: Career orientation and work attitudes play significant roles in decision-making around career success. Becoming an ID can be a rewarding and positive career path for academics who look for additional responsibility, income and impact. This new academic career path manifests in how career actors interact with each other to reach a state of equilibrium in a wider career ecosystem. Appointing academics with relevant knowledge and willingness to create impact can help organisations – both firms and academic institutions. Practical implications: Becoming an ID can increase future collaborations and success in terms of research and corporate governance, and offer individuals another route to career success. Originality/value: The results contribute to research on career studies and corporate governance, revealing a new source of talent for firms and a new career path for academics. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to draw from an adapted model of the Theory of Planned Behaviour and from existing models of entrepreneurial intention (EI) to analyse the role of gender on academics’ perceptions concerning the commercialisation of their research results. In particular, the authors explore differences in perceptions arising from diverse cognitions, such as attitudes towards entrepreneurial activities, the influence of close social groups and opportunity recognition self-efficacy. Design/methodology/approach – A questionnaire was addressed to 500 Spanish academics who have headed research projects with public funding in technology-related areas, and the results were subjected to multigroup structural equation analysis (LISREL) to determine the extent and nature of the differences within this group. Findings – The results obtained show that the influence of close social groups is perceived differently by men and women, particularly as regards the support received for academics’ attitudes and perceptions of control over the development of EI. Practical implications – The aim is to better understand the world facing academics and the influences on their intention to commercialise research outcomes. An understanding of these issues offers the opportunity to design appropriate government interventions to assist academic entrepreneurs undertaking a business venture. Originality/value – This paper considers an under-researched area that of female entrepreneurship in academia, traditionally considered a male-dominated activity. Helpful information is provided on gender differences in the academic context. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to seek to contribute to current debates about the effectiveness of different types of gender equality interventions in the academic context. This paper presents an argument for the need to move beyond an individual-structural dichotomy in how such interventions are perceived. Design/methodology/approach – The paper draws on an action-research case-study, the Through the Glass Ceiling project, to challenge the idea that “individual”/single-actor interventions serve only to reinforce underlying inequalities by attempting to “fix the women”. Findings – It is suggested that actions that support women in their careers have the potential to achieve a degree of transformation at individual, cultural and structural levels when such actions are designed with an understanding of how individuals embody the gendered and gendering social structures and values that are constantly being produced and reproduced within society and academia. The case study highlights the benefits of supporting individuals as gendered actors in gendering institutions and of facilitating the development of critical gender awareness, suggesting that such interventions are most effective when undertaken as part of an integrated institutional equality agenda. Originality/value – By calling attention to the ongoing mutual construction of actors and practices in organizations, this paper seeks to make both a conceptual contribution to how we understand the (re)production and potential transformation of gender relations in academia and to influence wider policy dialogues on diversity at work. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to explore notions of career success from a process-oriented perspective. The authors argue that success can be usefully conceptualized as a subjectively malleable and localized construct that is continually (re)interpreted and (re)shaped through the interaction between individual agency and macro-level structures. Design/methodology/approach – The paper employs a qualitative methodology drawing on 32 in-depth semi-structured interviews with female academics from eight countries in the Arab Middle East. Findings – Findings of this study provide an empirical validation of the suggested Career Success Framework and moves toward an integrative model of objective and subjective career success criteria. More specifically, the findings showed that women's definitions of success are: first, localized in that they capture considerations relating to predominant institutions in the region (i.e. family and gender ideology); second, subjectively malleable in that they capture women's agency embedded in specific macro-level structures; and finally, process oriented in that they reflect a dynamic interaction between the structure agency as well as the subsequent actions, strategies, and behaviors women adopt to alleviate tension and reach their personal notions of career success. Practical implications – The authors suggest that there may be value in customizing human resource management policies in the region around the salience of family and community service. Moreover, organizations can play a pivotal role in supporting women to work through the experienced tensions. Examples of such support are mentoring programs, championing female role models, and designing corporate social responsibility initiatives geared toward shifting mandated gender structures in the region. Finally, the authors argue that organizations could benefit by supporting women's atypical patterns of career engagement to allow for interactions with wider circles of stakeholders such as the community. This requires organizations to rethink their career success criteria to allow for the integration of non-traditional elements of career. Social implications – Adopting a more process-oriented view of career success avoids reification by drawing attention to local macro-level structures as well as individual agency. It also suggests that existing norms for how “success” is understood are only one element in a wider process of what it means to be “successful”, thereby opening space for more diverse and localized conceptualizations. Originality/value – This paper provides a more process-oriented consideration of career success, highlighting the importance of understanding how perceived tensions shape an individual's behaviors, actions, and career strategies. The value of this contribution is that it allows us to better understand the complex interaction of structure and agency in shaping an individual's notions of career success. [ABSTRACT FROM AUTHOR]

Purpose – Little attention has been paid to the employability of academic staff and the extent to which continuous learning contributes to academic career success. The purpose of this paper is to explore the contribution of formal and informal learning to employability. Design/methodology/approach – Survey data were obtained from 139 academic staff members employed at the Open University in the Netherlands. The questionnaire included employee characteristics, job characteristics, organizational context factors, formal learning and informal learning and employability variables. Findings – Informal learning, such as networking and learning value of the job, appeared to be solid contributors to employability, while the impact of formal learning activities was far less significant. Further, the study revealed the impact of employee and organizational context factors upon informal learning and employability. Age, salary and learning climate appeared to be strong predictors for informal learning, while promotions were shown to be highly positive contributors to employability. Practical implications – The findings stress the value of informal learning, although human resource policies that encourage both formal and informal learning are recommended. Originality/value – Academic careers comprise an under-researched area and the same applies to the relationship between learning and employability in the context of these types of careers. [ABSTRACT FROM AUTHOR]

Bose-Einstein condensation is a scientific innovation in experimental physics whose realisation required considerable time and resources. Its diffusion varied considerably between and within five countries that were comparatively studied. Differences between countries can be explained by the variation in the national communities' absorptive capacities, while within-country differences are due to the impact of authority relations on researchers' opportunities to build protected space for their change of research practices. Beginning experimental research on Bose- Einstein condensation required simultaneous access to the university infrastructure for research and to grants. The former is largely limited to professors, while the latter made researchers vulnerable to the majority opinion and decision practices of their national scientific community. [ABSTRACT FROM AUTHOR]

This article examines the national and international connections made by women graduates of the School of Home Science in their efforts to develop the scholarly expertise and professional capacity that would enable them to pursue academic careers and to improve the position of women in universities. It argues that despite the obstacles, many women were able to pursue academic pathways and to establish their own authority. By undertaking a transnational analysis, this article examines webs of influence that linked women scholars in New Zealand, Australia, Canada and the United States as well as those in the so called “centre” (Europe and the United Kingdom). It explores the networks formed by a select number of middle class women - scholars such as Ann Gilchrist Strong, Elizabeth Gregory and Neige Todhunter - as they attempted to expand the range of their scholarly work beyond national borders. It considers the influence of appointments of women academics from the United States and the United Kingdom on; the significance of post graduate study opportunities for home science graduates; and the role of scholarships and awards that enabled two way travel between the southern and northern hemispheres. A number of tensions are evident in the way women scholars located their work in new and emerging fields of academic knowledge within the university. This article explores interrelationships between women academics and graduates from the School of Home Science at the University of Otago and academic women in the United Kingdom and the United States. The final section of the paper examines the academic and scholarly life of Catherine Landreth who exemplifies the experience of a select group of women who gained personally, culturally and professionally from their international opportunities, experiences and networks. It considers Landreth’s transnational travels in search of scholarly expertise, the influence of her personal and professional networks, the significance of her pioneering work in the emerging field of early childhood education and the constraints experienced in a highly gendered academic enclave. To begin however it gives a brief overview of the introduction of Home Science at the University of New Zealand and the influence of initial international appointments on the expansion of women’s academic work at the University of Otago. [ABSTRACT FROM AUTHOR]