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Purpose -Building on the social identity theory perspectives, by analyzing multiple qualitative case study data of successful and award-winning women small business owner-managers, this study aims to find that, in the Sri Lankan context, social identities of women play an important role.Design/methodology/approach -Social identities are understood to be individuals' popularity, reputation, worthiness, social recognition, competence, and power. Social identities act as self-motivators for women to maintain excellence in quality standards, positive image, and venture into innovations. Women's social identities portrayed them as trustworthy entrepreneurs, while attracting new clients and building confidence within new clients early in the internationalization process of their small businesses.Findings -This study concludes that the social identity of women entrepreneurs enabled them to break glass ceilings and emerge as competent entrepreneurs who can be successful in international markets. Therefore, favorable policies and an in-depth research are needed to recognize and build women's social identities as entrepreneurs and provide supportive environment promoting internationalization of women's small businesses.Originality/value -It is the author's belief that the findings will support developing a new research agenda to further explore a new dimension of social identity as an important constituent of future theories of internationalization of women-owned SBs.

This study examined the effect of collaborative learning (CL) versus traditional lecture-based learning (TL) pedagogies and gender group composition in effecting positive or negative attitudes of biology major and nonmajor men and women students. The experimental research method was administered in experimental and control groups to test the hypotheses. Students’ attitudes refer to their positive or negative feelings and inclinations to learn biology. A nine-factor attitude scale was administered in (1) single-gender nonmajor biology, (2) mixed-gender nonmajor biology, (3) single-gender major biology, and (4) mixed-gender biology major groups. Men (221) and women (219) were randomly assigned into single and mixed-gender classes without groups and single-gender groups (4M) or (4W) and mix-gender (2M+2W) groups. In CL nonmajor and major single-gender groups, women demonstrated significantly higher positive attitudes than men. In contrast, men’s attitudes were significantly improved in mixed-gender CL groups for major and nonmajor sections, and the effect size was larger in mix-gender classes. Women feel less anxious in single-gender groups but more anxious in mixed-gender groups. In mixed-gender groups, men’s self-efficacy, general interest, and motivation enhanced significantly; overall, men experienced greater satisfaction and triggered their desire to collaborate better, affecting all nine attitudinal factors. There was an interaction effect demonstrating the teaching pedagogy’s impact on improving students’ attitudes toward biology; students’ gender and gender-specific group composition have been the most influential factor for nonmajor students. These findings suggest that there is a need for developing gender-specific and context-specific learning pedagogies, and instructors carefully select gender grouping in teaching undergraduate science subjects.

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The purpose of this study was to examine the citation frequency and key themes of award-winning refereed journal articles from the journals sponsored by the AHRD . The research questions guiding the study were: (1) How many awarded articles were cited? and (2) What key themes/trends emerged over time among award-winning articles? Data were collected from 86 award-winning referred articles published from 2002 to 2013 in the four HRD journals, including ADHR , HRDI , HRDR , and HRDQ . The findings included (1) that the article about supervisory coaching behavior by Ellinger, Ellinger, and Keller ( 2003 ) in HRDQ was the most frequently cited (174), and (2) that learning is a common theme across the four journals. Action learning, employee engagement, leadership, mentoring, employee/job satisfaction, and training were common themes between two journals. The implications and limitations are discussed, along with recommendations for future research.

Despite dramatic increase in online education and the benefits associated with this instructional pedagogy, many challenges exist with the design and delivery of online learning. Faculty play a critical role in the process of quality online education. Yet, development opportunities for faculty are too few, often lacking a comprehensive approach needed for faculty to function optimally in the online learning environment. The interconnection among pedagogy, technology, context, students, faculty, key decision makers, and administrators in higher education complicates the online teaching and learning processes. The purpose of this chapter is to address development issues related to faculty who teach online by embracing training and other critical developmental support needed to ensure success of online education. Various training and development frameworks and models are recommended as ways to prepare and support faculty to teach effectively online.

This chapter provides new insights on the experimental research that hypothesized whether the gender group composition in active learning (AL) versus traditional lecture (TL) classrooms of undergraduate biology majors and non-majors correlate with students' achievements and attitudes. The research found that AL improves males' achievements and attitudes while females perform lower in their tests and exams in mixed-gender groups. In single-gender groups, female achievements were higher in both TL and AL classes. The authors argue that students' gender and gender group composition and associated socio-cultural beliefs have been the most influential factors in students' achievements and framing attitudes towards science learning. The findings suggest that underlying socio-cultural, social identities, and associated beliefs supersede the effectiveness of pedagogical approaches. Thus, there is a need for developing gender-specific and context-specific teaching pedagogies, and instructors carefully select gender grouping in teaching undergraduate science subjects.