The Problem One of the most important emerging issues in the field of human resource development is how to effectively help organizations deal with the shifting demographics in the workforce. The largest generational cohort is nearing retirement, which will result in a loss of talent, experience, and expertise. The newest generation entering the workforce is substantively different. The next 20 years will likely see a shift to new ways of working, reflecting the values of the younger generation. The Solution Organizational cultures that will be able to retain employees across generations need to be developed. Each generation seems to be alike in one crucial area: their desire for workplace flexibility. Middle managers need to be incented and trained to accept a culture where they maintain accountability without power and control. The Stakeholders Human resource development practitioners and researchers have a role in developing interventions to change organizational culture to be more flexible, thereby potentially increasing retention of valued workers across the generations.

The Problem The ideal worker in the Academy devotes most of their lives to scholarly pursuits, which leaves little time for family. This problem leads to work–life conflict, which is particularly concerning for faculty members who are seeking promotion and tenure. Work–life conflict is most challenging in the case of academic mothers, who face professional career challenges in addition to work–life conflict. Rigid organizational policies and non-supportive cultures perpetuate the problem, particularly when the faculty member is an academic mother seeking promotion and tenure. The Solution Human resource development (HRD) interventions implemented at the individual, departmental, and institutional levels (e.g., training development, performance management, and career development initiatives) have been shown to reduce work–life conflict, improve overall well-being, and create a more family friendly environment. Organization development (OD) cultural change interventions aimed at changing the Academy to become more family focused and supportive of career flexibility are recommended. The Stakeholders Academic faculty, higher education administrators, HRD scholars, and practitioners.

The purpose of this research was to determine what behaviorally distinguishes effective and ineffective managers within a Moroccan Higher Education Institution (HEI). The Critical Incident Technique (CIT) was the methodology deployed to collect data from participants in terms of how they perceive managers as either effective or non-effective. The collected data (CIs) were subjected to content and thematic analysis that resulted in derived positive and negative behavioral statements. A total of 42 participants/informants were interviewed and revealed a total of 418 CIs, of which 189 were positive CIs and 229 were negative. The analysis revealed a total of 49 Behavioral Statements (BSs), of which 19 were positive and 30 were negative behavioral indicators. The findings of this investigation bring empirical evidence to understanding what and how managers are perceived as effective or ineffective in the Moroccan academic context, and therefore adds to the literature. The information obtained can also provide rich information/knowledge that can be used as a basis to address the behavioral developmental needs of managers in HEIs. This research adds value by following a replication study as the French and Hungarian HEIs, which both were based on single HEIs; moreover, this study is the first to be conducted in the Moroccan/North African region.

Purpose The purpose of this paper is to explore the experiences of working women in a male-dominated country (Morocco) and unveil the unique challenges and everyday gender-bias they face, the psychological impact of the perceived gender-bias and, finally, identify a variety of coping strategies or combatting mechanisms affecting their motivation and retention in the workplace. Design/methodology/approach Empirical evidence was obtained using a qualitative research method. The Critical Incident Technique (CIT) was used to collect incidents recalled by women in the select institution reflecting their perceptions of their managers’ ineffective behaviors towards them and the impact of these behaviors. The critical incidents were inductively coded, and behavioral statements were derived from the coded data. Findings The qualitative data analysis led them to structure the data according to two theme clusters: The perceived gender-bias behaviors (Covert and evident personal and organizational behaviors) and Psychological impacts resulting from the perceived bias. These behavioral practices included abusive behaviors, unfair treatment, bias and lack of recognition. The psychological impact elements involved decreased productivity, depression, anxiety and low self-esteem. Practical implications Understanding these experiences can facilitate the identification of strategies geared towards the retention of women in the workforce, and Moroccan organizations can develop and implement strategies and policies that are geared towards eliminating gender-bias in the workplace and to retaining and motivating women who remain ambitious to work in male-dominated environments and cultures. Originality/value This paper provides evidence that sufficient organizational mechanisms to support women in male-dominated environments are still unavailable, leaving them to find the proper coping mechanisms to persevere and resist.

Demographics in higher education populations have been changing. Females have become the majority population in online learning. Genders are physiologically and psychologically similar yet still different. This chapter provides an overview of cross-cultural gender characteristics of adult learners and discusses the associated challenges that interfere with their online learning effectiveness. Gender differences in behavior and learning are discussed from biological, environmental, and technological perspectives. Strategies to address their challenges and needs in online learning are provided. The chapter then concludes with suggestions for future research on cross-cultural gender issues in the online learning environment.