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Young women giving birth to children or teen mothers are often on the fringes of society. To facilitate the journeys of these young women towards higher education, a number of organisations have been established. Taking Indigenous knowledge as our theoretical lens, our qualitative data were based on interviews with Indigenous Maori teen mothers and teen parent organisations. Our empirical study investigated organisational practices which support teen mothers in their quest for higher education. We make a dual contribution, firstly by extending and enriching scholarship on teen mothers, specifically Indigenous teen mothers, to facilitate understandings of their journey; and secondly we develop a model representing the challenges and successes of their journey and present organisational practices to enhance transitioning to higher education. We suggest that the integration of Indigenous knowledge opens up new avenues for a more sophisticated understanding of organisational practices intertwined with the journeys of teen mothers.

This paper reports the results of assessment as an embedded learning opportunity through evidence from a course on Management and Spirituality for business students offered in 2002 and 2003 in the USA and Europe. It discusses how assessment can be strategically used to nudge students' minds through learning experiences that expand current mental models of being. The construct of Karma with its emphasis on the need to sow carefully to reap a rich harvest for humanity is the context within which the assessment is designed. The paper develops three interrelated themes: the first is the theoretical background on assessment and the need to integrate it with global citizenship and bottom of the pyramid awareness; the second theme sketches the three assessment tasks; while the final theme suggests a model for assessment which amalgamates the learning community, learning environment and individual introspection to achieve karmic assessment.

The tempered radical enjoys their work and is committed to their organisation. Yet, something important to them, like their values or identity, makes them feel different from their workplace's dominant culture. This sense of difference, and their tempered approach to radical change, allow them to work unnoticed in organisations as invisible champions of inclusion. This study examines how tempered radicals use their abilities as change agents to foster inclusion. It takes advantage of manufacturing industries' highly collaborative, richly diverse and rapidly changing employment environment. Drawing participants from all organisational levels demonstrates the broad influence of the tempered radical. Twenty-four qualitative interviews were conducted using a narrative inquiry methodology and interpreted through thematic analysis. This study builds on current theory and makes a valuable contribution by proposing a framework to illustrate the key characteristics of the tempered radical incorporating inclusion in the workplace. [ABSTRACT FROM AUTHOR]

In the diversity arena, women and their heterogeneity as visible ethnic minority migrants at work are under researched. Our qualitative empirical research reveals, and compares, how visible ethnic women migrants (VEWM) experience their journey to professional success in Iceland and New Zealand. These island nations rank in the top six of the Global Gender Gap Index, have women Prime Ministers, and increasing demographic diversity. The findings reveal that for VEWM success is a continuous journey with many different challenges. VEWM reject the notion of success as accumulation of things or titles, emphasizing instead how success is experienced. For VEWM in Iceland, success means independent hard work and aligning with other women. VEWM in New Zealand experience success through religion and giving back to the community. These differences are explored and theorized, contributing to an expanding literature of migrant complexities, beyond monolithic representations of gender at work. [ABSTRACT FROM AUTHOR]

This paper provides a foundational framework to bring into conversation indigenous world views in reimagining universities. Highlighting a specific indigenous world view, the university is presented as a site for critical conversation and transformative praxis. We discuss the workplace experiences of indigenous staff in a university and infer from these how management practices related to indigenous staff could be enhanced. Building on our study of Maori academic and administrative staff in a New Zealand university, an indigenous typology and a Wero or challenge matrix is offered, which locates different positions and actions that universities adhere to or seek to emulate. The paper argues for universities to reimagine their policies and practices by drawing from the complex richness of indigenous world views.

What does it take for business schools to reconnect with new cohorts of students and their societal expectations? One of the myriad barriers that universities face when addressing such a conundrum is widely given by a hidden – in plain sight – part of the educational curriculum: the principle of secularism adopted decades ago as a precondition of Western modernisation. We do not argue in favour of the adoption of religious forms of education or the design of religious-oriented curricula. Our argument is that within religious philosophies lies a rich inventory of knowledge that connects with millions of religious and non-religious people who are members of a diverse range of societies, organisations and businesses. We propose that a better integrated approach to business students' development could draw from more human-centred methods of pedagogical design to which the concept of eudaemonia – what motivates people's hearts and minds – is closely connected. This is particularly salient if we consider the enormous influence that business programmes have globally. This article contributes to the extant literature on business education and management learning by establishing clearer links and theoretical reflections between myriad scholarships concerned with addressing business schools' connections with new cohorts of students in increasingly diverse societies. [ABSTRACT FROM AUTHOR]

New Zealand is one of the world's most geographically isolated and least crowded countries. New Zealand organizations are increasingly becoming aware of the importance of training and development as the country becomes more technologically sophisticated, multiethnic and older. The country needs higher productivity, business investment and skills development. Both the government and the corporate sector work to strengthen system capability and quality, to increase opportunities for on-the-job experience and to raise the skills of all New Zealanders for participation in a knowledge society.

Purpose: This paper seeks to present a rationale for a learning and assessment activity involving students in the construction of inspirational parables for diversity management within a university business studies programme. The paper reviews processes from teacher and student perspectives, describes initial outcomes and foreshadows further exploration and research. Design/methodology/approach: In small groups, students prepared a booklet that included their inspirational parables on ethnic minority migrant women in the workplace, justifications for the parables and a bibliography of related diversity management literature. A group presentation on the booklet was also required. Assessment criteria related to parable content, references, booklet and oral presentation and represented 30 percent of the overall course assessment. Findings: Students' informal feedback and the teacher's observations indicate an overall positive response, with students highlighting surprise at their own creativity and the time they readily invested in the task, the enjoyment it gave them and their view that the task merited more weighting. Issues arising from the teacher's observations include group and self-assessment options, time allocation and the possible influence on students of the teacher's ethnicity. Originality/value: While there is increasing interest in the use of stories for teaching and learning purposes, most attention has focused on teacher rather than student story telling. Story writing by students to help them develop and demonstrate understandings, has received much less attention and there are few precedents for the parable story form being used for these two purposes in a university education context. (Contains 1 resource.)