Abstract:Why do men and women adopt agricultural technologies at different rates? Evidence from Ghana suggests that gender-linked differences in the adoption of modern maize varieties and chemical fertilizer are not attributable to inherent characteristics of the technologies themselves but instead result from gender-linked differences in access to key inputs.

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Socioemotional wealth (SEW) research has been criticized for not directly assessing the locus and drivers of family members’ SEW. We propose that a social psychological approach to SEW can help address these concerns, conducting analyses on 421 articles published across 25 journals during the first decade of SEW research. We therefore assess how SEW has been used and identify various inherent complexities that SEW poses for researchers. Altogether, our analyses afford us opportunities to better understand SEW scholarship’s social psychological roots and to propose an agenda that can help further build and extend the psychological microfoundations of family firms.

The purpose of this article is to identify construct definitions and measurement tools for the work/life interface concepts: conflict, enrichment, and balance. An understanding of these concepts is critical to HRD professionals because interventions designed to counter work/life interface issues cannot be strategically created, and culture changes cannot be effectively addressed until the discipline understands the nature and the organizational implications of employees’ work/life interface. A new construct called work/life harmony and the work/life harmony model are introduced to aid in the understanding of the work/life interface.

Why do men and women adopt agricultural technologies at different rates? Evidence from Ghana suggests that gender‐linked differences in the adoption of modern maize varieties and chemical fertilizer result from gender‐linked differences in access to complementary inputs. This finding has important policy implications, because it suggests that ensuring more widespread and equitable adoption of improved technologies may not require changes in the research system, but rather introduction of measures that ensure better access for women to complementary inputs, especially land, labor, and extension services.

This study investigates differences in instructional and learner factors between two groups of learners exposed to online only and blended delivery formats, respectively, in an effort to compare learning outcomes and other instructional variables between online and blended delivery methods. Findings indicated that no significant differences existed in learning outcomes; however, significant differences existed in several instructional and learner factors between the two delivery format groups. Discussions about improving online or blended delivery method are presented based upon the research findings.

The problem and the solution. Working adults report they experience greater challenges today in their ability to be productive employees, experience personal and interpersonal health and wellbeing, and make meaningful contributions as citizens to their respective communities. By better understanding work-life theory and research, human resource development professionals can contribute to the strategic development of policies, practices, programs, and interventions that appear to alleviate or ameliorate demands fostering greater work-life integration. Integration is a solution representing a holistic strategy including effective and efficient coordination of efforts and energies among all stakeholders sharing interest and benefits from workers being able to fulfill their personal, work, family, and community obligations.