Although there has been a worldwide cry for gender equity within organizations, gender discriminatory practices continue to be a challenge. Many women still suffer from gender discrimination and remain at the bottom of organizational structures despite their efforts to ascend. This paper seeks to examine the link between gender discriminatory practices and women’s skill development and progression within the workplace. The study espoused a quantitative approach. A questionnaire survey was self-administered online to 412 women through a convenient non-probability sampling method. Descriptive tendencies, test normality, validity, reliability, and regression analysis were performed using the statistical package for the social sciences (SPSS), AMOS 27. The results reveal that women’s skill development is impacted by workplace gender discriminatory practices, and the career progression of women is linked to their skill development. Yet it rejects the claim that workplace gender discriminatory practices impact women’s career progression. While having a gender-friendly work environment is applaudable, developing women’s skills and promoting their advancement at work will require more effort from companies. Organizations need to be deliberate about the skills development and career progression of women and institutionalize initiatives that directly encourage women to engage in developmental activities as well as initiatives geared towards promoting women’s career advancement.

The rapid advancement of Artificial Intelligence (AI) technologies has significantly transformed teaching, learning, and research practices within higher education institutions (HEIs). Although a growing body of literature has examined the application of AI in higher education, existing studies remain fragmented, often focusing on isolated tools or outcomes, with limited synthesis of best practices, core functionalities, and implementation challenges across diverse contexts. To address this gap, this systematic review aims to comprehensively examine the best practices, functionalities, and challenges associated with the integration of AI in HEIs. A comprehensive literature search was conducted across major academic databases, including Google Scholar, Scopus, Taylor & Francis, and Web of Science, resulting in the inclusion of 35 peer-reviewed studies published between 2014 and 2024. The findings suggest that effective AI integration is supported by best practices, including promoting student engagement and interaction, providing language support, facilitating collaborative projects, and fostering creativity and idea generation. Key AI functionalities identified include adaptive learning systems that personalize educational experiences, predictive analytics for identifying at-risk students, and automated grading tools that improve assessment efficiency and accuracy. Despite these benefits, significant challenges persist, including limited knowledge and skills, ethical concerns, inadequate infrastructure, insufficient institutional and management support, data privacy risks, inequitable access to technology, and the absence of standardized evaluation metrics. This review provides evidence-based insights to inform educators, institutional leaders, and policymakers on strategies for leveraging AI to enhance teaching, learning, and research in higher education.

Orientation: There has been increased research in the past century on women within the workplace; however, women still face myriad gender-related challenges in their careers.Research purpose: This research investigates how selected factors in and out of organisations affect women’s skills development and career progression.Motivation for the study: There is a pervasive perception that the rate at which women progress across hierarchy of work levels in organizations varies appreciably from the experience of their male counterparts.Research approach/design and method: A positivist research approach was used, employing a questionnaire survey which was administered via an online platform to a sample of 412 women working within the service sector in the Gauteng province of South Africa, using a convenient non-probability sampling method. The relationship between the dependent and independent variables was analysed using the structural equation modelling approach.Main findings: Results reveal that workplace support strategies and personal attributes influence women’s skills development. Workplace support strategies, family responsibilities, personal attributes and skills development also play vital roles in women’s career progression.Practical/managerial implications: To promote gender equity and stimulate a career path for women, organisational support and deliberate women’s skills development initiatives must be engendered.Contribution/value-add: The empirical evidence demonstrates the positive effect that organisational support and personal responsibility have on women’s skills development and their career progression, confirming that skills development is a predictor of women’s career progression.

The COVID-19 pandemic significantly affected entrepreneurs, compelling them to close, downsize, diversify, or adopt innovative approaches to stay afloat. This global challenge, coupled with technological disruptions, resulted in many losing their jobs and entering the competitive entrepreneurship space that requires them to be innovative to succeed. However, without the right resources, context, and environment, entrepreneurs may struggle to innovate. This paper aims to investigate the challenges to innovative entrepreneurship in a technological era. We used an integrative review to synthesize challenges to innovative entrepreneurship from 42 empirical studies in different countries worldwide. A thematic approach was used to analyse the content of the articles. Results reveal that factors related to the entrepreneur’s skills and traits impede innovative entrepreneurship. Also, challenges related to finance, human resources, operational capabilities, and marketing obstruct innovation in entrepreneurship. In addition, environmental factors related to the country, social and cultural norms, and the entrepreneurship ecosystem pose challenges to innovative entrepreneurship. Innovation has become the order of the day, and knowledge of the obstacles to innovative entrepreneurship is vital. Findings can help in designing all-around support to promote innovative entrepreneurship.

Purpose: This study aims to explore organizational factors that impact women’s career advancement. Knowledge of organizational practices that promote or obstruct women’s career progress is vital for women, firms and governments.Design/methodology/approach: A total of 237 women participated in the study from the service sector in Johannesburg (South Africa). Participants were selected using a convenient sampling approach. Researchers used a questionnaire, consisting of demographic and open-ended questions, to gather data. Comments were analyzed using a thematic content analysis approach.Findings: Findings reveal that prioritizing women, offering skills development opportunities, providing growth opportunities, assisting women in managing their careers, offering mentorship and having work-family support initiatives are practices that promote women’s career advancement. Conversely, practices that foster stagnation of women’s careers, distrust in women’s leadership abilities, preference for external candidates, people–related malpractices, male domination/preference, lack of role models and work-family balance support, hamper women’s career advancement.Practical implications: The findings of this study will contribute to women’s empowerment. Organizations should provide a conducive atmosphere by instituting practices that promote their female employees' career advancement. Firms also should intentionally take practical steps to address practices that impede women’s career progression. The results of this study will also help the government to design appropriate policies that will promote the career progression of women employees.Originality/value: This study presents findings from an analysis of qualitative data collected from 237 women to provide insight into the experiences of women working within the service industry in Johannesburg, South Africa.

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