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Many scholars and practitioners lament female pay gaps and the ethical issues they pose; yet several studies provide supporting evidence showing that the female CEOs earn more than men. However, other studies find an insignificant difference between male and female CEO pay. 10; The purpose of this study is to re-investigate this question to uncover the root of the divergent findings and thereby clarify our understanding of this important issue of CEOs’ gender pay gaps.

Evidence suggests the CEO position is at times a rare instance where typical pay gaps for female workers reverse such that these executives earn pay premiums. Recently, Gupta et al. (2018) called findings for female CEO pay premiums into question, failing to find differences despite using data similar to prior studies. The authors investigated the discrepant findings, identifying and showing that the use of an analytical approach to account for unobserved differences (i.e. fixed effects) are inappropriate for the data structure drives’ divergent findings. The authors also find that results are affected by the industries and time-frames used in the analyses.

The authors find that female CEOs outearn their male counterparts. However, the authors also show that the significance of results is affected by the industries and time-frames used in the analyses.

It is an original work that reexamines a somewhat controversial issue on the gender differences in CEO pay.

The Historical Scene Investigation (HSI) project builds upon the work of a number of scholars to facilitate the application and acquisition of historical thinking skills in the K-12 classroom. Through a structured yet flexible approach, HSI exercises attempt to provide scaffolding for the analysis of a variety of historical documents to simultaneously develop an understanding of the content focus of the investigation and the historiography skills embedded in their work. HSI exercises are designed to be “interpreted” and edited by classroom teachers in either a low- or high-tech approach. This article explores the background and structure of the model and discussion of the classroom implementation of two examples.

Leadership development among postsecondary students can occur through a variety of experiences; one such experience is a leadership minor. The purpose of this descriptive interpretive study was to analyze students’ experiences while enrolled in a leadership minor with a focus on exploring evidence of leadership identity development. By exploring the leadership identity development of students enrolled in a leadership minor, we sought to provide valuable information for professionals within postsecondary leadership education offering, or planning to offer a leadership minor. Our analysis revealed changes in the leadership identity and skill development of students involved in the leadership minor. Implications and recommendations for leadership development programs, specifically leadership minors, arediscussed.

The purpose of this paper is twofold: first, to identify the types of adaptations made by service providers (i.e. practitioners) during a large-scale US statewide implementation of SafeCare®, an evidence-based intervention to reduce child neglect; and second, to place adaptations within a taxonomy of types of adaptations.

Semi-structured interviews and focus groups were conducted with 138 SafeCare providers and supervisors. Grounded theory methods were used to identify themes, specific types of adaptations and factors associated with adaptation.

Adaptations were made to both peripheral and core elements of the evidence-based practice (EBP). The taxonomy of adaptations included two broad categories of process and content. Process adaptations included presentation of materials, dosage/intensity of sessions, order of presentation, addressing urgent concerns before focusing on the EBP and supplementing information to model materials. Content adaptations included excluding parts of the EBP and overemphasizing certain aspects of the EBP. Adaptations were motivated by client factors such as the age of the target child, provider factors such as a providers’ level of self-efficacy with the EBP and concerns over client/provider rapport. Client factors were paramount in motivating adaptations of all kinds.

The present findings highlight the need to examine ways in which adaptations affect EBP implementation and sustainment, client engagement in treatment, and client outcomes.

Implementers and EBP developers and trainers should build flexibility into their models while safeguarding core intervention elements that drive positive client outcomes.

This study is unique in examining and enumerating both process and content types of adaptations in a large-scale child neglect implementation study. In addition, such adaptations may be generalizable to other types of EBPs.

What is it about academia anyway? We profess to hate it, spend endless amounts of time complaining about it, and yet we in academia will do practically anything to stay. The pay may be low, job security elusive, and in the end, it's not the glamorous work we envisioned it would be. Yet, it still holds fascination and interest for us. This is an article about American academic fiction. By academic fiction, I mean novels whosemain characters are professors, college students, and those individuals associated with academia. These works reveal many truths about the higher education experience not readily available elsewhere. We learn about ourselves and the university community in which we work.

The concept of employing web-based configuration systems towards mass customization of housing has been implemented by some prefabricated housing companies around the globe, and has become a challenging research area in the last few decades as an outcome of advancements in communication and design technologies. Different methodologies have been employed with the aim of efficiently engaging future homebuyers in the design of their homes. The thrust of this paper is to systematically formalize an advanced configuration system for mass customization of prefabricated housing for a company operating in the Canadian market. The focus is on one floor bungalows which are common within the Province of Quebec. Such housing models targets a specific market sector; elderly couples seeking retirement homes, with the aim of improving affordability through maintaining particular design and production qualities.

The purpose of this study was to determine the leadership practices needed to improve academic achievement and generate positive change in school organizations. The study was also conducted to provide insight to principal preparation programs and school districts about effective transformational leadership practices. A quantitative research method was used to achieve the survey study. Ninety-two teachers completed the Leadership Practices Inventory developed by Kouzes and Posner. Data was analyzed with the use of descriptive statistics and t- tests. The findings of the study indicate that (a) principals in high performing schools employ all leadership practices more frequently than principals in lower performing schools and (b) inspiring a shared vision and challenging the process are the two practices that have the biggest impact on student achievement. It is recommended that principal preparation programs incorporate Kouzes and Posner’s transformational leadership model into their curriculum in order to develop highly qualified school leaders.

Presents over sixty abstracts summarising the 1999 Employment Research Unit annual conference held at the University of Cardiff. Explores the multiple impacts of globalization on work and employment in contemporary organizations. Covers the human resource management implications of organizational responses to globalization. Examines the theoretical, methodological, empirical and comparative issues pertaining to competitiveness and the management of human resources, the impact of organisational strategies and international production on the workplace, the organization of labour markets, human resource development, cultural change in organisations, trade union responses, and trans‐national corporations. Cites many case studies showing how globalization has brought a lot of opportunities together with much change both to the employee and the employer. Considers the threats to existing cultures, structures and systems.

Exploring experiences of participants on an Irish active labour market programme, the purpose of this paper is to examine accounts of everyday forms of resistance to the subject positions offered in the dominant discourse of “doing employment” espoused on such schemes.

Employing narrative research, the process of individual opposition to established work routines is illustrated at the level of meaning, identity and self‐reflection by using the three‐dimensional narrative inquiry space to chronicle three participants’ stories. Their newly formed subjectivities (created by changes encountered in their past lives and the situations they are experiencing in their present realities) challenge the power of the dominant discourse of ‘doing employment’ on these schemes. The paper illustrates how the individuals respond when confronted with feelings of difference between the subject positions offered within the dominant discourse and their own preferred interest.

Their stories suggest different forms of micro‐political resistance, from subtle acts and behaviours through to contesting subjectivities and meanings. The article describes how they exercise power in imposing their own meanings through challenge and reinscription, thus rendering the dominant discourse less robust. This creates space for further challenge and reinscription, possibly enabling others to think differently, such as the author, who has moved from unquestioning acceptance of the dominant discourse to an emerging micro‐political resistance to “doing employment”.

These accounts highlight the relevance of using narrative research to reveal, heretofore, silent stories of how individual work routines disrupt prevailing institutional discourse, depicting situations where a story by challenges a story of.