Purpose The purpose of this paper is to examine the mechanisms that explain the complexities Indonesian higher education (HE) academic leaders (ALs) experience in performing leadership roles. The research addresses the questions: How do Indonesian ALs perceive their roles in HE? What are the challenges facing Indonesian ALs in their roles in the Indonesian HE context? To what extent does gender impact how ALs act and are perceived? Design/methodology/approach In sum, 35 ALs from six Indonesian universities representing top executive positions were interviewed. Data were analysed thematically using a retroductive process followed by a series of on-site member-checking activities to establish credibility and authenticity of the findings. Findings The religious principles of amanah (the “altruistic calling” of their functions needing dedication, commitment, and passion) unique to the Indonesian cultural experience influence ALs views of leadership. ALs face role constraints due to resource limitations, experiencing a double bind, while harmonising differences due to ascribed social status and position. Research limitations/implications Supportive structures effective for academic leadership practice must be created, further studies on male ALs’ roles in promoting the leadership ascent of female ALs and promoting work-life balance will improve ALs’ visibility and salience in steering institutional growth. Originality/value This is the first study to focus a critical lens on the complexities of context-based leadership practice as it is influenced by amanah. Layers of constraints confronting female ALs were documented due to exigencies of gender role expectations and resource limitations, yet they exhibited paternal navigational skills beyond the maternal and pastoral calling of their roles.

The study analyzed whether family influence, gender, and entrepreneurial education would influence vocational students’ desire to become entrepreneurs. A survey was conducted in 6 vocational schools in Tasikmalaya, West Java, involving 246 vocational students. Using multiple regression analysis, findings show that entrepreneurial education has the highest influence (57.5%) shaping entrepreneurial intention among vocational students, while gender account for 30% influence on students’ entrepreneurial intention.  Male and female students believed that they must be given the same opportunities for entrepreneurship, yet there are feminine and masculine attributes that differentiate successful entrepreneurial plans between genders. Lastly, findings show that family background has the least influence (16%) on entrepreneurial intentions. Respondents disclosed that there are many choices open to them aside from being entrepreneurs, and they would opt for this choice instead of following their parents. Nevertheless, they believe in family support through advice and access to capital. Implications for research, policy, and practice are discussed. This study has shown evidence that entrepreneurship can be a solution to Indonesia’s high unemployment problem for young vocational students, but this entails better entrepreneurial education, the provision of gender-equal opportunities for males and female students, and enhanced family support for entrepreneurial ventures.

This study analyzes board diversity and its effect on financial performance, as measured by age, gender, and nationality of board members using a sample of nine (9) commercial banks in Cikarang, West Java, Indonesia. The study uses multiple linear regression analysis. The results show that age and nationality have significant effect, while gender has insignificant effect on financial performance. However, simultaneously all of the independent variables significantly affect the Return on Asset, with the coefficient determinant in this research is 20.8%.

<p style="text-align: justify;">Indonesia has achieved equal parity in access to education, income, and career opportunities. Yet in many parts of the country, female academic leaders are still highly under-represented in top academic boards. This study examines how fourteen (14) Indonesian female higher education academic leaders (FALs) enact identity salience and agency in performing their duties, while experiencing social control schemas or ‘triple binds’—exigencies of gender roles, unequal power-plays due to social status and positions, and lack of organizational resources and capital in higher education—in Indonesia, one of the world’s emerging economies still consolidating democracy and building necessary social, fiscal, and physical infrastructures. Taken as a whole, the study found the ‘triple binds’ as aggregate constraints for female leadership progression, driving female academic leaders to resist and rise above this discursive struggle and confrontation through sense-making, assertiveness, depth of conviction, a take-charge attitude, and the use of other tactical strategies like networking with key gatekeepers to obtain the resources they need. The study presents a framework of the triple binds that university leaders can use to assess constraints to academic leadership.</p>

<p>This research aimed to determine whether there is a relationship between employee motivation and learning and development programs at one of Indonesia’s biggest FMCG companies, PT Danone Indonesia. Guided by McClelland’s Theory of Motivation, three independent variables were analyzed relative to learning and development: the need for achievement, the need for power, and the need for affiliation. The research used quantitative method through a survey to gather data from 105 participants working at PT Danone Indonesia who, at the time of the study, had recently joined a series of learning and development programs. Data was analyzed using multiple regressions analysis. Findings show that employees are motivated to undergo learning and development because they want to fulfill two motivational needs: the need for power, and the need for achievement, the former being the highest motivator. On the other hand, the need for affiliation was not a strong motivator to encourage them to learn and develop. Results also show that the interest for learning and development could be explained by 42% of the variables. Implications for research and practice are discussed.</p>