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This research uses data from the 2018 National Financial Capability Study to investigate the attributes of households that engage in higher levels of family financial planning. Greater levels of financial planning are evidenced when households report more positive responses in planning for retirement, saving for emergencies, and establishing a will. Based on an ordinal logistic regression, various demographic attributes, objective and subjective financial knowledge scores, frequency of participation in financial education, and the frequent use of financial websites or apps to help with financial tasks are positively related to higher levels of family financial planning. The results have implications for financial literacy education and the development and marketing of websites and apps for personal finance.

Purpose: This paper aims to compare the nature of three different business and management education (BME) research streams (online/blended learning, entrepreneurship education and experiential learning), along with their citation sources to draw insights on their support and legitimacy bases, with lessons on improving such support and legitimacy for the streams and the wider BME research field. Design/methodology/approach: The authors analyze the nature of three BME research streams and their citation sources through tests of differences across streams. Findings: The three streams differ in research foci and approaches such as the use of managerial samples in experiential learning, quantitative studies in online/blended education and literature reviews in entrepreneurship education. They also differ in sources of legitimacy recognition and avenues for mobilization of support. The underlying literature development pattern of the experiential learning stream indicates a need for BME scholars to identify and build on each other's work. Research limitations/implications: Identification of different research bases and key supporting literature in the different streams shows important core articles that are useful to build research in each stream. Practical implications: Readers will understand the different research bases supporting the three research streams, along with their targeted audience and practice implications. Social implications: The discovery of different support bases for the three different streams helps identify the network of authors and relationships that have been built in each stream. Originality/value: According to the authors' knowledge, this paper is the first to uncover differences in nature and citation sources of the three continuously growing BME research streams with recommendations on ways to improve the support of the three streams.

Purpose With today’s business faculty being tasked with making meaningful contributions to their community, corporate stakeholders, as well as in research and student learning, this makes faculty engagement and performance outputs key to metrics of college success. Therefore, the purpose of this paper is to understand how faculty engage in shared governance at the college level is important to ensure success of the college. Design/methodology/approach The authors searched for research that examined governance structures in colleges of business and found this has received scant attention. After reviewing the research examining university governance, the authors evaluate how faculty engage in shared governance at the college level. Findings The authors identify four categories of decision-making that often involve shared governance and outline different shared governance options for colleges of business, along with their pros and cons. The authors posit that the most appropriate governance approach for a college of business depends upon the college’s external environment, culture and other contextual dimensions. Finally, guidance for future research and practice, including considerations for changing governance, is provided. Originality/value How colleges of business operationalize their governance structures has received scant attention in the management literature.

Abstract In this study, we use the well-researched and validated Big Five model of personality traits to examine accounting students’ career interests in auditing. Using the person-job fit literature as a springboard for our study, we investigate the influence of accounting students’ personality traits on their career interests in auditing using a research survey. We uncover a general “trait gap” (i.e., lack of fit) between accounting students’ own personality traits and their perceptions of the ideal auditor, which presents implications for workplace readiness. Additionally, analysis focusing on students who particularly want to work in auditing indicates that those with more auditing work experience are more likely to identify auditing as their preferred job. Furthermore, results indicate that accounting students higher on openness to experience tend to view auditing jobs as more desirable. Finally, accounting students who prefer the auditing career path perceive the ideal auditor as extroverted, agreeable, and open to experience. We extend prior findings in the accounting education literature surrounding personality traits and their impact on student career choices. Because advising students for a career path suiting their traits and talents is important for each student and the accounting profession, our study’s insights into the “matching process” add value to career advising.

PurposeThe purpose of this study is to determine the nature of financial inclusion for individuals with various types of disabilities.Design/methodology/approachData from 2015, 2017 and 2019 FDIC Survey of Household Use of Banking and Financial Services was pooled, and binary logistic regressions were used to investigate differences in barriers to financial inclusion (e.g. unbanked) between people with different types of disabilities (e.g. cognitive) and those without such disabilities.FindingsUsing five separate barrier measures, the authors found specific disability types face different barriers to financial inclusion. For example, respondents with cognitive, ambulatory or two or more disabilities were more likely to use nonbank transaction products and alternative financial services. And, those with vision or cognitive disabilities were more likely to be denied or receive reduced credit. When examining aggregate barriers to financial inclusion (total number of barriers faced) respondents with cognitive, ambulatory, hearing or two or more disabilities experienced the lowest degree of financial inclusion in the authors’ dataset.Research limitations/implicationsCausal inference cannot be made due to the cross-sectional nature of the data. The data only covers the US population, and the measurement of disability type could include those with short-term impairments. Further, there may be an omitted variable bias.Practical implicationsBest practices to maximize financial inclusion for those with different disability types should address accessibility issues, bank staff education, financial literacy education and poverty issues. Additional government policies and oversight are also needed to protect and enhance the overall financial inclusion of people with disabilities.Originality/valueTo the best of the authors’ knowledge, this paper is the first to examine the relationship between various barriers to financial inclusion and aggregate barriers to financial inclusion by disability type. Specific disability types are found to face different barriers to financial inclusion.

PurposeThe appalling abuse healthcare workers have endured from patients is long documented in the popular press and social media. Less explored in the healthcare management literature is workplace abuse that professional nurses experience from their coworkers.Design/methodology/approachThe authors use text-based first-hand accounts from nurses posting on Reddit (N = 75) to better understand the types and context of abusive acts endured by their coworkers in the contemporary healthcare setting. Each account is content analyzed using two raters, and thematic analysis is utilized to summarize findings.FindingsFindings indicate that nurse workplace abuse frequently targets new entrants to a work unit (e.g. recent grads), typically is ongoing, takes verbal and nonverbal forms, mainly stems from coworkers (i.e. lateral mistreatment), and frequently takes place in front of other coworkers, mainly in hospital settings.Practical implicationsBy applying the lens of mindfulness, healthcare organizations can transform these harmful interactions within the nursing profession. The authors offer administrators and frontline workers practical implications for mitigating workplace abuse, including reshaping the culture, bystander interventions and explicit leadership support.Originality/valueFirst-hand accounts from nurses in the frontlines of healthcare provide a rich voice that reveals the reality of ongoing verbal and nonverbal peer abuse in hospitals and healthcare settings.