Search

The United Nations established gender equality as a top priority in its international agenda, and many stakeholders around the world have joined the effort to build a fair playing field for all. Business educators can contribute to this effort by delineating problem areas in gender equality in international business education, uncovering ways to address such problems, and inquiring into the most basic premises we entertain in this quest. Our contribution to this international agenda involves a review of the literature in international business education by focusing on the paradigms that might guide our work on gender equality in the classroom while assessing the content domains addressed and considering the conceptualizations we could use for this task. We map extant knowledge in gender equality in international business education and propose strategies for contributing to the United Nations' goal of increasing gender equality by 2030. Finally, we discuss our vision for research in teaching and learning on gender equality in business education.

Calling upon stakeholder theory and the socioemotional wealth (SEW) literature, we investigate how SEW impacts the decline-stemming strategies of family firms. Drawing on a recent conceptualization of SEW, we validate a two-dimensional measurement of the construct using a content analysis technique. Our empirical test on a sample of publicly traded family firms in need of turnaround suggests that the strategic preferences of family firms change depending upon the type of SEW (extended vs. restricted) the owning family values the most. The fine-grained characterization of SEW adopted in this study accounts for within-family-firm differences and thus enables the reconciliation of conflicting findings in the literature. [ABSTRACT FROM AUTHOR]