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This paper applies a recently developed method of ranking socioeconomic inequality in health to ranking U.S. happiness from 1994 to 2012 using the GSS data. We also compare happiness between subgroups as decomposed by gender, race, and age. We establish and test a monotone condition of happiness – a richer person is likely to be happier. Under the monotone condition, standard tools of welfare and inequality ranking can be applied straightforwardly.

Purpose – To develop a new model of restorative reparation that attempts to capture the dynamic role of shared identity perceptions.

Design/methodology/approach – Drawing on recent advances in restorative justice theory (Wenzel, Okimoto, Feather, & Platow, 2008), we explore the theoretical proposition that a greater understanding of the identity relations between victims, offenders, and the groups in which they are embedded is key to understanding a victim's underlying motives toward justice, and thus, predicting when victims will react favorably to restorative justice processes and prefer them over traditional retributive justice interventions.

Findings – We argue that a perceived shared identity between the victim and the offender determines the extent to which the victim understands the transgression as requiring a revalidation of the rules, values, or morals undermined by the offense. Moreover, we propose that these identity relations are dynamic in that they both affect and are affected by the experience of injustice. Thus, identity is also shaped by the transgression itself through, inter alia, processes associated with positive social identity maintenance. Importantly, these shifts in identity determine how injustice victims are likely to respond to constructive approaches to conflict resolution such as restorative justice.

Originality/value – We offer a series of testable hypotheses aimed at engendering future research in the domain of constructive justice restoration in groups. Moreover, this work suggests that to develop effective resolution strategies, we must consider how an injustice event shapes the relations between the affected parties over time rather than simply assuming identity relations are static.

We investigate in this paper whether income growth has played any role on inequality in all nine young South American democracies during the 1970–2007 period.

Given the nature of our dataset, the methodology is based on dynamic panel time-series analysis.

The results suggest that income growth has played a progressive role in reducing inequality during the period. Moreover, the results suggest that this negative relationship is stronger in the 1990s and early 2000s, a period in which the continent achieved macroeconomic stabilization, political consolidation, and much improved economic performance. On the contrary, during the 1980s (the so-called “lost decade”), the negative income growth experienced by the continent at the time has hit the poor the hardest (the poor usually are the ones to lose their jobs first in recessions), which has consequently led to an increase in inequality.

All in all, we suggest that consistent growth, and all that it encompasses, is an important equalizer that affects the poorer progressively and it should not be discarded as a plausible option by policy makers interested in a more equal income distribution.

We discuss an accounting fair designed to foster a more favorable perception of the accounting profession and to identify accounting career opportunities, thereby increasing students’ interest in the accounting major. The fair is a unique model that provides students with accurate information about the accounting profession, rather than to recruit firm employees. The model can be tailored to meet other objectives of accounting departments, such as, to increase diversity of students selecting the major, to increase the quality of students in the major, or other objectives a department might deem appropriate.

We studied the effects of the fair on students’ perceptions of the accounting profession and interest in the accounting major, using pre- and post-accounting fair surveys. Our statistical results indicate the accounting fair was successful in fostering a more favorable perception of the accounting profession. As a result, students’ interest in the accounting major increased, which is consistent with the actual increase in the number of accounting majors at our institution since implementing the fair. Similarly, by employing a fair similar to ours, the achievement of other departmental objectives should result from fostering a more favorable perception of the accounting profession.

This chapter discusses how attachment theory, a theory that provides insight into the processes through which psychological and emotional bonds are developed in relationships, can be useful for understanding mentoring relationships. We develop a conceptual model emphasizing how attachment-related constructs and their relationships with mentors’ and protégés’ behaviors and emotions influence each phase of a mentoring relationship. Recognizing reciprocity in the mentoring process, the model also explains how the interpersonal dynamics of the mentor–protégé relationship influence the benefits gained by both partners. Propositions for future research on mentoring relationships are provided. We contend that examining mentoring through the lens of attachment theory can increase our understanding of the underlying factors or mechanisms that determine individuals’ involvement in mentoring relationships and differentiate successful from unsuccessful mentoring relationships. The research and practical implications are discussed.

In a recent paper entitled “On Lateral Thinking,” Atkinson (2011) argued that Economics has benefited not only from borrowing ideas from other disciplines such as physics (e.g., Samuelson's Foundations of Economic Analysis, 1947) or psychology (e.g., the growing importance of behavioral economics) but also from applying ideas that appeared in one subfield of Economics to another domain of Economics. As examples of such a cross-fertilization, Atkinson cites duality theory where cost functions were applied to consumer theory or Harberger's (1962) model of tax incidence that was borrowed from international trade theory. Atkinson in fact cited a sentence from his famous 1970 (Atkinson, 1970) article: “My interest in the question of measuring inequality was originally stimulated by reading an early version of the paper by Rotschild and Stiglitz (1970, 1971)” The same parallelism between uncertainty and inequality had been drawn previously by Serge Kolm in his well-known presentation at the meeting of the International Economic Association in Biarritz, France (see Kolm, 1969), which was inspired by his previous work on uncertainty (Kolm, 1966). Atkinson, however, stressed also the need for care in drawing parallels.

A new grouping of the eight schools of thought on business management is introduced. Their advancement is initially assessed with the help of a frame of reference, which is based on the principles inherent in Beer’s viable system model. It is proposed that a high degree of systemic advancement is one of the necessary attributes of any business-management concept that will be proven to be highly applicable to managing a firm’s dynamic business in practice. The first assessment reveals that the systemic advancement of the representative concepts varies a lot as follows. Porter’s chained frameworks (representing 1st Porterian school), Barney’s VRIO framework (2nd resource-based school), Sanchez and Heene’s concepts (3rd competence-based school), von Krogh et al.’s concept (4th knowledge-based school), and Hedlund’s heterarchy (5th organization-based school) are fairly systemic, respectively. Martin’s cascade (6th process-based school) is less systemic. Instead, Hamel’s revolutionary concept (7th dynamism-based school) and Brown and Eisenhardt’s competing on edge strategy (8th evolutionary school) are highly systemic. Thus, some promising ways to advance, in particular, the competence-based school of thought on business management are suggested.

Public health programs facilitate access to resources that not only provide individuals’ options but also often foreclose individual preference through prescriptive requirements. This chapter takes two disparate cases from public health – vaccines and family planning –that reveal patterns of inequality in who has access to individual choice and who requires state support to exercise choice. Looking specifically at dynamics of funding and compulsion, this chapter elucidates how reliance on the rhetoric of individual choice as an expression of freedom rewards those with the greatest access to resources and fails to make sure that all members of the community have the resources to shape their own outcomes or to make sure collective health is protected.

Traditional indices of bi-dimensional inequality and polarization were developed for cardinal variables and cannot be used to quantify dispersion in ordinal measures of socioeconomic status and health. This chapter develops two approaches to the measurement of inequality and bi-polarization using only ordinal information. An empirical illustration is given for 24 European Union countries in 2004–2006 and 2011. Results suggest that inequalities and bi-polarization in income and health are especially large in Estonia and Portugal, and that inequalities have significantly increased in recent years in Austria, Belgium, Finland, Germany, and the Netherlands, whereas bi-polarization significantly decreased in France, Portugal, and the United Kingdom.

COVID-19 has shown its pandemic powers to the whole world. At times when many countries are forced to go for total lockdown of its economic activities, unusual economic crisis is inevitable. Amid all the crisis, the impact on education sector was also massive. In India also COVID-19 has resulted in a country-wide lockdown, which led to closure of schools and colleges. University Grant Commission, an apex educational body has come up with several guidelines for higher education institution. This study is an attempt to understand the perceptions of Indian tertiary students toward online teaching which has become the no-other-choice method of instruction for educational institutes during the pandemic. An online survey was conducted in October 2020, to collect information from the students through Google form about their perceptions and experiences with online learning. A total of 248 students completed the survey. Factor analysis has been applied on the collected data to understand the factors which most impacted the students. Results showed that “less effectiveness,” “stress and boredom” and “connectivity challenges” were among the major challenges faced by these students in their online learning experience. This study urges the need for an educational strategy to be set by policy makers to respond to the challenges encoutered during online learning.