This study investigated how boards of national sport organizations might enhance their strategic capability. Utilizing an action research method and focusing on the case of New Zealand Football (soccer), findings established that greater board involvement in strategy advanced the board’s ability to perform its strategic function. Further findings determined the importance of shared leadership between the board and the CEO, the complex interplay in balancing this relationship and the need to integrate strategy into board processes.
Purpose-The increase in general managerial roles held by women has failed to translate into senior management positions in many countries. The paper aims to focus on the experiences of two groups of female and male managers in two diverse countries and how these groups of employees view career advancement and how this perspective may relate to the lack of women in senior managerial roles. Design/methodology/approach-This study adopts deductive reasoning to understand social practice as a means by which and how senior management identities are perceived and whether these roles are attainable. A survey was administered to female and male managers in Malaysia and in Australia. Findings-The findings indicate that women in two countries studied still have significant responsibilities for performing family duties, and bringing up children. In particular, the Malaysian respondents viewed family and personal responsibilities as their greatest impediment to attaining senior management positions. Hence, they are unable to contemplate both careers and families, a view strongly supported by the Australian women as well. Originality/value-Societal expectations on women in certain cultures are still strongly entrenched because they believe that they are required to comply with the social roles by prioritising marital obligations over any desire for senior management careers.
This paper combines a review of existing literature in the field of business ethics education and a case study relating to the integration of ethics into an undergraduate degree. Prior to any discussion relating to the integration of ethics into the business curriculum, we need to be cognisant of, and prepared for, the arguments raised by sceptics in both the business and academic environments, in regard to the teaching of ethics. Having laid this foundation, the paper moves to practical questions such as who should teach ethics, and when and how can ethics be taught. The paper presents alternative models for the teaching of ethics in the curriculum of undergraduate and postgraduate business programmes. An integrative model is elaborated on in more detail with a case example describing the six-stage process undertaken in the move from a single entry course to an integrated approach. The case study details not only the planning and initial implementation of ethical education in the context of an undergraduate business degree programme, but also the means by which a change in the way that ethics is taught was achieved in a business faculty in a tertiary institution.
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