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Teaching about race as an African American female instructor at a predominantly white university has its challenges, especially regarding classroom power and privilege dynamics. I use the concepts of intersectionality and positionality as frameworks to explain the experiences that I encountered in the classroom, usually as the only African American in the room. I share two scenarios that initiated my inquisitiveness to discover more about why the incidents occurred. At the conclusion of the paper, I reveal how the complementary value of intersectionality and positionality benefits all educators who desire to comprehend the hierarchical power and privilege that may interplay in the learning environment.

"Als Ende der 1990er Jahre das Zeitalter des Internets begann, wurde es schnell zum Klischee, dass die neue Technologie 'alles verändern' würde. Heute ist das Internet tatsächlich ein zentraler Bestandteil des Lebens von Menschen in aller Welt geworden. Die Internet-Revolution hat die Art und Weise verändert, wie Gruppen und ihre Mitglieder intern wie extern interagieren - dass diese Veränderungen auch auf alle politischen Fragen einen weit reichenden Einfluss haben, ist nicht überraschend. Über den Einfluss des Internets auf Parteien und Wahlkämpfe schreiben die Autoren." (Autorenreferat)

Scholars in multiple cross-disciplinary studies have found rates of mental illness among graduate students exceed the reported averages. Yet mental illness among management doctoral students remains largely unexplored. In this study, we surveyed 113 management doctoral students to ascertain the prevalence of symptoms for two common mental illnesses, depression and anxiety, as well as experiences of impostor syndrome and perceived sources of social support. Empirical findings from the first phase of our research suggest that management doctoral students are at greater risk than the general population of experiencing symptoms of depression, anxiety, and feelings of being an impostor. However, social support from a supervisor and from friends was negatively related to symptoms of depression and anxiety, indicating that these sources can be helpful. In phase two of our research, a thematic analysis of data from structured interviews with nine management doctoral students revealed themes linking impostor syndrome with social support, highlighting that the type of social support may be as beneficial as the source of social support. Recommendations for future research, as well as for students, supervisors, and administrators, are provided.

Many instructors use experiential learning techniques to link students' academic experience with the reality that awaits them professionally. Careful planning and reflecting on experiential activities usually take place prior to implementation to ensure that prescribed student learning outcomes are met. Hence, management educators' confidence soars when outcomes meet or exceed their expectations, and there is the intrinsic reward of seeing students succeed. Subsequently, effective application of activities can lead to overconfidence in implementing routine as well as new activities. What happens, however, when an activity goes awry? Can it be salvaged? In this article, we explore overconfidence as the shadow that can disrupt a faculty's well-meaning activity, leading to something unexpected with unintended learning consequences for the instructor and students. Then, we analyze several of our activities gone awry as a result of overconfidence. Finally, we suggest humility as a spotlight that can help us move out of the shadow cast by overconfidence, thus helping faculty deal with the dark side of experiential exercises.

PurposeThe purpose of this paper is to investigate the moderating roles of two distinct styles of coping and decision latitude on the relationship between three facets of role stress and psychological strain in six national contexts.Design/methodology/approachThe objective of the research is to examine the relative predictive efficacies of three theory specific moderators in six countries which differ on the cultural dimension of individualism‐collectivism. The data are analyzed using moderated regression analysis.FindingsThe results show that problem‐focused coping is a better moderator in the individualistic countries and that emotion‐focused coping is a better moderator in the collectivistic contexts. None of the three moderators moderate the relationships in Germany and South Africa – the two countries which had scores in the mid‐range of the individualism‐collectivism continuum. Findings are discussed for their significance into the interplay of cultural variations and coping with work stress in predicting psychological strain or distress on the job.Practical implicationsPractical implications for managing human resources in various subsidiaries of multinational and global organizations are discussed.Originality/valueThis paper confirms existing theories and expands the authors' understanding of role stress and psychological strain in different cultural contexts.