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Purpose: The practice of social entrepreneurship has grown rapidly around the world, including in Malaysia where it is still considered to be at an early stage. Nevertheless, little is known about the career transition among youth who choose careers as social entrepreneurs. The purpose of this study is to explore the challenges faced by youth social entrepreneurs who run social enterprises in Malaysia. Design/methodology/approach: This study used a qualitative approach to collect and analyse data to answer the research questions. Seven youth social entrepreneurs were interviewed until data saturation was met. An interview guide was created for the purposes of conducting the interviews. The interviews were recorded using a voice recorder. Data were transcribed verbatim and grouped in order to identify the codings, categories and themes. Findings: The findings show the career transition to become a social entrepreneur, as well as the major challenges that youth social entrepreneurs face, which include acclimatising to the life and career of a social entrepreneur and not getting support from family. Practical implications: The study findings are also significant for presenting valuable data on the experience of the developing social entrepreneur. The qualitative nature of the study provides valuable experiential insight into the lives and struggles of young social entrepreneurs in Malaysia. The findings will allow local authorities and social entrepreneurship regulatory agencies to design initiatives and plan actions intended to overcome the challenges. Originality/value: This study makes an original contribution by showing that the process of career development as a social entrepreneur has given meaning to the informants. Despite presenting many challenges, social entrepreneurship has reinforced the role of youth social entrepreneurs, especially in relation to social responsibility.

So far, there has been no serious correction awareness aimed at addressing and promoting career development through community engagement practice in Nigeria, especially in academic settings. No research has been carried out to examine faculty members, particularly professors' experiences in developing career through community engagement activities in the Nigerian universities. To address this gap, this article presents the perspectives of professors on how faculty members can be attracted to community engagement as a strategy to develop career and boost the reputation of their respective institutions that has been dominated by teaching and research. This article employed the qualitative method, interviewing nine professors from diverse academic disciplines in a leading conventional university in Nigeria. From the analysis, community engagements were found to foster academic career development of the professors in their areas of expertise. More specifically, participatory community engagement outreach helped in expansion of knowledge through solving practical problems, career growth through promotion earned, and increased job satisfaction. The study concludes with implications for human resource development practice and suggestions for future research.

Purpose: The purpose of this paper is to explore objective and subjective career success and to identify factors contributing to career success among a sample of technical and vocational education and training (TVET) "late bloomers" working in Malaysia. Design/methodology/approach: Incorporating a mixed method design, the authors quantitatively surveyed 86 TVET graduates from two multinational companies, followed by in-depth qualitative interviews with five high-performing "late bloomer" TVET graduates. Findings: Quantitative results indicate that the respondents progressed in their careers both in terms of salary and promotions, while most were satisfied with their careers and felt that they were internally and externally marketable. Qualitative findings indicate that the success of the late bloomers was the result of a perceived good fit between an individual's strengths and the organization's ability to compensate, motivate and support the individuals in their career progression. Research limitations/implications: The limited sample size employed can only provide initial insights into career success levels and contributing factors of career success. The results may spur larger scale research on career success of TVET graduates in Malaysia and the neighbouring region. Practical implications: The paper provides important initial findings on the technical and vocational career line as an alternative pathway for Malaysian youth, particularly school leavers and underachievers, to achieve career success and enhanced social inclusion through higher salaries, job status and educational attainment. Originality/value: The paper highlights the unexplored potential of career success as a facilitator of educational attainment and social inclusion, rather than the traditional path of educational attainment first, followed by career success. (Contains 5 tables and 1 note.)

Executives in research and development (R&D) organisations are high-quality employees and are accountable for carrying out research activities to attain the organisation's goals. The purpose of this study is to explore how the selected theory, which include Herzberg's two-factor theory or motivation theory, job embeddedness theory, and leader-member exchange (LMX) theory, contribute to executives motivation and lead to their retention in a government-based R&D organisation. Based on the theories selected, it was found that the integration of the selected theories enhanced the motivation of executives, which can lead to an improvement in their performance and thus lead to executive retention. This paper contributes to the theories by giving insights into the theories in the human resource development (HRD) field, particularly in the career development area, and also contributes to the practices where HRD practitioners, HR practitioners, and the management of the organisation can identify the factors that motivate the executives to stay and choose the right tools to motivate and inspire the R&D executives. By understanding what motivates the employees, it can encourage them to boost their scientific productivity and retain them in government-based R&D organisations. [ABSTRACT FROM AUTHOR]

Relationships with supervisors are regarded by graduate students the world over as the most important aspect affecting the quality of their overall university research experience. With the global increase in attrition rates of graduate students, much research is being conducted on understanding the nature of supervisory relationships in an attempt to develop ways of reducing attrition and improving PhD students' and supervisors' experiences of the PhD process. Despite this trend, from the perspective of graduate students, managing supervisory relationships is a topic that has received only scant coverage in the extensive literature on graduate supervision. In response to this gap, eighteen students from diverse backgrounds studying at one Malaysian university were interviewed using a combination of in-depth, one-on-one interviews, and focus group discussions. The results illuminated the central theme of 'management' of the supervisory relationship and included both management of self and supervisor. Managing the supervisory experience was further reduced to two streams: 1) acceptance of the situation, and 2) responding proactively to the situation so as to optimize the PhD research experience. The findings raise several issues related to the role of managing one's experience in the context of professional development at the PhD level. [ABSTRACT FROM AUTHOR]

This paper is based on a study of the lived experiences of academics moving in different stages of their careers. It explores the career experiences of new and senior academics moving on in academia via juggling their various tasks in academic work practice. The study documented and analysed the academics' career histories through a series of interviews, document analysis and a literature review. This study is specifically an investigation of a situated lifelong learning process undertaken within academia. We wanted to understand how communities of practice in academia provide an educational process for academics. Their biographies are valuable in revealing the learning experiences of academics surviving the academia. Academics and people working in academic career development can learn a great deal about what individuals and institutions need to do to develop academics, personally and professionally. [ABSTRACT FROM AUTHOR]