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Export support is one of the measures countries prefer to use to boost export activities and, consequently, economic growth. However, because the direct outputs are unclear, export support results are often questioned. The current economic crisis raises these questions again. The effects of export support are very difficult to measure, since numerous factors can distort them. We therefore suggest focussing on the performance of this kind of support; in the following chapter, the methodology (export support performance [ESP]) for its measurement is presented.

Objective: Our study examines the association between social support and use of mental health services in Asian American men and women. Specifically, we report on the association between types of social support and types of health services used (general medical care and specialty mental health care).

Method: We use data from the National Latino and Asian American Study, a nationally representative survey of the US household population of Latino and Asian Americans. Our present study is based on data from the sample of Asian Americans (N = 2,095).

Results: Overall, our findings suggest that Asian Americans use general medical care services more than specialty mental health care. Our findings also showed variations in levels of social support, and the use of health services among different Asian subgroups (Vietnamese, Filipino, Chinese, and Other Asian) and nativity status (US-born versus foreign-born Asians). Specific types of social support influenced the use of specialty mental health care services, while other types of social support inhibited use of specialist services.

Conclusion: Compared to using generalist services, Asian Americans demonstrated lower rates of using specialist services. Our results emphasize the importance of considering other social factors to explain between group differences as well as factors contributing to the underutilization of specialty mental health services by Asian Americans.

The reciprocal method for allocating support department costs is preferred over the direct and step-down methods because it captures all support services provided to other departments. However, even as business organizations increase the number of support departments and their costs, the adoption of the reciprocal method has been hindered by mathematical difficulties in solving simultaneous equations. This paper illustrates spreadsheet matrix functions that remove the difficulties associated with the reciprocal method. The algebraic expressions for reciprocated costs commonly presented in accounting textbooks are used to form an equivalent matrix relationship. Then spreadsheet matrix functions easily compute reciprocated costs for support departments from the matrix relationship, and also allocate the reciprocated costs to other departments.

Due to the deinstitutionalization, many individuals with severe mental illness are able to live independently nowadays, by making use of supported accommodation. The financial well-being of these individuals significantly influences their overall quality of life, yet this aspect remains underexplored. This study aims to enhance the understanding of the financial circumstances of supported accommodation clients and the specific support mechanisms they rely on.

This investigation involved an examination of electronic patient records from a large supported accommodation organization. Additionally, an online questionnaire was distributed to staff members to elucidate the prevalence of financial support among clients, the nature of such support and the extent of financial challenges they face.

In total, 25% of clients were found to be in debt, with a majority carrying debts exceeding €5,000. Financial support was extended to over half of the supported accommodation clients. Notably, 17% of clients with intricate financial issues were assigned to a budget coach. The most common forms of support included assistance with financial administration and protective guardianship, whereas clients with more complex problems primarily received support in budget management and financial skill development.

This study highlights a significant prevalence of financial challenges among supported accommodation clients. Recommendations include investing in staff training programs to further develop knowledge and skills. Additionally, the effectiveness of current financial support initiatives requires further investigation.

This study explores the impact of transformational leadership on work engagement within remote work settings. More specifically, we investigate whether supervisor’s perceived digital communication skills moderate the relationship between perceived supervisor support and work engagement.

Moderated mediation model has been tested using a sample of 410 consultants in Italy who worked within a fully remote work setting during Covid-19 pandemic.

Drawing on construal level theory and social presence theory, our study provides insights into the dynamics of leadership and work engagement in remote work settings. We demonstrate that, despite the challenges posed by physical distance, transformational leaders can effectively stimulate the work engagement of remote collaborators. Moreover, our findings suggest that the perceived digital communication skills of supervisors play a crucial role in moderating the relationship between perceived supervisor support and work engagement. This underscores the importance of supervisors' adept use of digital tools in conveying psychological presence and fostering employee engagement in remote work environments.

Our study highlights the importance of developing supervisors' digital communication skills to support and stimulate employee engagement in remote work settings.

This study contributes to the literature by providing one of the first empirical tests of the relationship between transformational leadership, perceived supervisor support, supervisor’s digital communication skills and work engagement within a remote work setting. By challenging prior assumptions and offering novel insights, our research enhances understanding of leadership dynamics and provides practical guidance for organizations navigating the challenges of remote work.

Although the literature on the effectiveness of team interventions is constantly expanding, there has been a strong focus on the process mechanisms that could explain their success, often overlooking the contextual aspects in which these interventions are carried out. Based on the Context-Mechanism-Outcome framework, this study aims to investigate the influence of contextual factors on the effectiveness of digital team coaching interventions that use social network visualisation to enhance team coordination and reduce interpersonal conflicts.

Using a multi-wave, longitudinal design, this research analysed 38 work teams from three organisations over three-time points. Data collection focused on manager and peer support, the mechanisms of training transfer and action plan implementation and the outcomes of these interventions. Surveys were administered in three organisations, involving 317 respondents across different phases. The intervention spanned six to eight months, incorporating three to four structured online group sessions. Each session involved a multi-stage process, concluding with a result-oriented action plan about work-related goals. The intervention included social network visualisation, discussions, coaching and continuous refinement of action plans.

The analysis highlights how manager support significantly correlates with team coordination and performance, mainly when teams are less engaged in implementing action plans. Peer support did not show a mediating effect on training transfer or outcomes but had direct positive impacts on team coordination and performance.

Teams actively implementing action plans may require less immediate managerial support for effective coordination and high performance. The manager’s role becomes crucial, particularly in the early stages of the intervention or in those teams where online coordination alone may not be adequate for action plan implementation. Peer support for training transfer could enhance the effectiveness of the intervention in achieving desired team outcomes; therefore, cultivating a supportive peer environment is crucial for the success of such interventions. Monitoring and assessing team dynamics are vital to maximise the benefits of digital team coaching interventions.

This study stands out for its innovative exploration of the interplay between managerial and peer support in the context of digital team coaching, using social network visualisation as a novel approach to enhancing team dynamics.

Drawing on goal setting theory (GST), this study explores the relationship between visionary leadership behavior (VLB) and employee performance, along with the mediating role of vision commitment and the moderating role of organization resource support.

We conducted two studies to test hypotheses. Study 1 and Study 2 collected data from 212 and 204 full-time employees and their leaders, respectively. The data were analyzed using hierarchical regression and bootstrapping technique.

We found that VLB is positively related to employee vision commitment and vision commitment mediates the effect of VLB on employee performance. Organization resource support moderates the effect of vision commitment on employee performance and the indirect effect of VLB on employee performance via vision commitment, such that the two effects are stronger when organization resource support is high.

First, this study reveals the mediating role of vision commitment in the relationships between VLB and employee performance. Second, this study explores the moderating role of organization resource support in the relationship between VLB and employee performance. Third, this study enriches the theoretical perspective of VLB research and expands the application scope of GST.

The purpose of this action research study was to design, implement and evaluate interventions that enhanced the induction program for new teachers in a P-12 school district. At the outset, we hoped the study would provide new teacher support resulting in improved teaching practices, increased job satisfaction and/or increased teacher retention among the target population. With this in mind, our research question was: What structures and supports from a school-university partnership facilitate capacity-building among university teacher education faculty, school and district leaders, mentor teachers, and new teachers in the context of an induction program?

This study used an intervention-centered mode of action research methodology that aims to make systems-level change. This type of action research intends to solve real organizational problems with a focus on conducting “research in action” rather than “research about action” (Coghlan and Brannick, 2014, pp. 5–6). This approach necessitates that data collection and analysis are iterative processes, occurring throughout the research process, instead of solely at the end stages of the research process. Our action research process used Coghlan and Brannick’s (2014) action research cycle model. The cyclical four-step process includes constructing (verifying the problem in the local context), planning action, taking action and evaluating action. Facilitated by the interim director of a Professional development schools (PDS) partnership in the Southeastern United States, a team of co-researchers which included three university teacher education faculty and four school district administrators used action research methodology to create systemic change that enhanced the district’s induction program. We collected data through multiple qualitative methods, including surveys, focus groups, observations and interviews during the course of three action research cycles. These data and our theoretical framework (complex adaptive systems theory and social network theory) informed two major interventions that supported new teachers during the challenging first year of the coronavirus disease (COVID-19) pandemic.

The interventions and the research process were mutually beneficial for both institutions and contributed to professional learning and growth at the individual, group and system levels. The three major findings described include: (1) engaging in collaborative action research is mutually beneficial for both schools and universities; (2) induction programs benefit from university resources; (3) learning communities build all educators’ professional capacity.

Our research recommendations are: (1) more research is needed on the benefits of school-university partnerships to induction programs; (2) school-university partnerships should leverage action research to improve systems; (3) within school-university partnerships, the connection between collaborative leadership and sustainability requires further research. One limitation was that this study was conducted in a single school-university partnership context involving a large public university and a mid-sized public school district that had a well-established partnership. More induction-centered research is needed in different types of school-university partnership contexts that have varying levels of longevity and partnership structures.

Our recommendations for practice include (1) school-university partnerships should leverage collaborative learning communities to catalyze individual, group and systems-level learning and change, and (2) school-university partnerships must prioritize induction support to strengthen the teaching profession.

Since Hunt’s (2014) literature review on induction support in PDS partnerships, very few empirical studies have been conducted in this research area. This study, which examined induction support in a PDS partnership over a two-year period, makes a significant contribution to the scholarly literature on induction teacher support in school-university partnership contexts. Facilitated by the interim director of a PDS partnership, a team of co-researchers, which included three university teacher education faculty and four school district administrators, used action research methodology to create systems-level supports that enhanced the district’s induction program.

The purpose of this qualitative instrumental case study was to determine the perceptions of preservice teachers (PSTs) on the effectiveness of instructional rounds as a clinical experience in promoting awareness of student diversity and supporting the acquisition of professional knowledge (Essential 2).

The instructional rounds were implemented in a junior-level general pedagogy course prior to formal clinical experiences. Professional development school (PDS) personnel supported the course instructors by scheduling the classroom observations, supervising groups of PSTs and debriefing the PSTs after each observation (Essentials 4 and 8). The data were collected through an end-of-course survey of 18 secondary PSTs.

There were several themes that emerged from the analysis of data. First, the study revealed that PSTs credited the variety of campuses visited as supporting their awareness of student diversity and varied instructional strategies. Second, PSTs acknowledged that the instructional rounds supported their connection of theory to practice. Finally, over 70% of the participants noted that they most enjoyed in-person experiences in different classrooms to observe students and teachers in action.

The findings for this study were specific to the teacher preparation program (TPP) utilized for the research. Each TPP requires different coursework and clinical experiences; therefore, the inclusion of instructional rounds may not be possible in all programs. Yet, the implementation of the rounds as a PST experience prior to clinical experiences is a strategy to consider to support the preparation of PSTs for their clinical experiences.

This study supports the continuation of instructional rounds at the teacher preparation program where the research was conducted. This research also informs other TPPs that strive to provide early clinical experiences that support PSTs’ emerging perceptions of student diversity and applications of instructional knowledge.

This study aims to understand the factors that shape intern engagement in remote settings by investigating the relationship between faculty support, institutional communication, intern cynicism, professional efficacy and work engagement during remote internships.

Data were collected for a period of two years from 309 interns representing four prestigious business schools in India. The statistical analysis involved employing covariance-based modelling using AMOS 22 and the NCA package for R.

The study reveals that institutional communication plays a vital role in reducing intern cynicism and enhancing professional efficacy, ultimately leading to higher levels of engagement. However, faculty support was found to primarily address cynicism, without significantly bolstering intern’s professional efficacy. Further, faculty support plays a more important role in facilitating work engagement compared to institutional communication.

The findings contribute to the Job Demands-Resources theory and efficacy literature by highlighting the distinct role of institutional factors in determining intern engagement. This study provides valuable insights into the mechanisms that shape intern engagement in remote settings.

The findings suggest that institutions should prioritize task-oriented communication practices, as this contributes to enhancing intern’s professional efficacy. Additionally, faculty members should focus on addressing intern cynicism through relationship-oriented communication strategies.

This study's originality lies in its examination of the underexplored domain of remote internships, providing actionable insights that can inform the development of interventions aimed at deepening engagement in remote internships.