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We examined the impact of a leadership support training intervention implemented prior to the coronavirus (COVID-19) pandemic on support behaviors specific to COVID-19 during the pandemic. Primary intervention targets (i.e. family-supportive supervisor behaviors and sleep leadership behaviors) were explored as mediators between the intervention and supportive COVID-19 leadership behaviors.

A cluster randomized controlled trial intervention was implemented with service members and their supervisors in the Army and Air National Guard throughout 2017–2019. Follow-up survey data were collected after the intervention, including during the COVID-19 pandemic in 2020. Direct and indirect intervention effects were tested.

A pre-COVID intervention targeting leader support for family and sleep health had a direct effect on leader support specific to the COVID-19 pandemic. Additionally, sleep leadership, but not family-supportive supervisor behaviors, mediated the intervention effects on supportive COVID-19 leadership. These findings suggest that certain leadership training interventions can transfer across knowledge domains and time.

Findings from this study demonstrate that training leaders on support behaviors improves their ability to support employees during the COVID-19 pandemic and may translate to crisis leadership in other contexts.

We examined the long-term effects of an intervention that was implemented approximately 1–2 years prior to the COVID-19 pandemic on leadership support behaviors specific to the pandemic. Our findings contribute to the leadership, training, and organizational intervention literatures, and have implications for how leaders can support employees during crises.

The purpose of the paper is to present a case example of the power struggles and gender issues one daughter faced when she became a partner, and future successor, in the family business. This paper uses an ethnographic approach in order to study a small family farm in England. The case focuses on a small family farm, these businesses are unique in terms of their values and expectations for succession (Haberman and Danes, 2007), and identified by Wang (2010) as a fruitful avenue for research on daughter succession.

The empirical work was gathered through the use of a single site ethnographic case study involving participant observation as the researcher worked on the family farm and semi-structured interviews with family members over two years.

The results shed light on some of the social complexities of small family farms and power struggles within the family exacerbated by perceived gender issues. The work also highlights the potential threat to the daughter’s position as a partner, from her father’s favouritism of male employees.

Institutions that provide help to family farm businesses need to be aware of the potential power issues within the family specifically related to gender, particularly in terms of succession planning.

Using ethnography in family firms allows the researcher to be a part of the real-life world of family farmers, providing rich data to explore daughter succession.

This paper aims to evaluate the effectiveness of a stepped-care primary care psychology service through triangulating clinical outcome data, service user satisfaction ratings and feedback from referrers.

A mixed method approach including a repeated measures design (pre- and post-clinical data on standardised psychometrics) for clinical outcomes and an online and postal survey with quantitative and qualitative elements offered to all service users and referrers to the service.

In total, 125 service users completed a full intervention with the service with 56% treatment completers demonstrating a reliable reduction in the symptoms of low mood and 49.6% in anxiety. Of those within the clinical range for depression at assessment, 66.67% achieved clinical recovery following an intervention. Of those within the clinical range for an anxiety disorder at assessment, 62.03% achieved clinical recovery following an intervention. Service users reported high levels of satisfaction with the service specifying particular interpersonal qualities of the therapists and the individualisation of service provision as crucial positive factors. Referrers similarly reported high levels of overall satisfaction with the service, specifying that the speed of response to referral and length of intervention was of greatest importance to them.

Stepped-care psychological interventions reduce psychological distress in treatment completers with mild to moderate symptoms of anxiety and low mood. The overall interpersonal experience may be of greater importance to service users in their evaluation of a service than clinical outcomes. In their relationship to a Psychology service, referrers value speed of response and ongoing feedback. Building a robust, highly valued service may require the triangulation of evidence from all key stakeholders.

This paper provides a pragmatic template of how a rigorous evaluation of a primary care psychology service requires evidence from multiple stakeholders.

–The paper originated in challenges trying to theorize and research practices and processes of actors engaged in transnational activities for business and everyday life. Key concern was the assumption that actors’ identities remain the same regardless of time/space. While intersectional analysis once seemed a reasonable analytical approach the authors wondered about starting from identity-based categorical schemes in a world where mobility may be ever more the ontological status of everyday experiences and social structuring. Thus, the paper addresses limitations of intersectional analysis in such situations and advances its recasting via mobile conceptualizations, redressing its analytical purchase for contemporary subject formation.

Discusses emergence of intersectionality at a particular point in time, its success and proliferation, and more recent critiques of these ideas. Develops alternative conceptualization – mobile subjectivities – via literatures on mobilities in the context of globalization. Illustrates the value of these arguments with ethnographic examples from a multi-sited ethnographic project and analyses. Concludes by examining implications for new feminist theorizations under neoliberalism and globalization.

Observing the constitution of a “mobile selfhood” in actual transnational business activities is a step toward making sense of complex processes in contemporary subject formation under globalized market neoliberalism.

“Mobile subjectivities” suggest that analyses of oppression and subordination must be ongoing, no matter which “new subjectivities” may appear under “the latest regime.”

Theoretical and empirical analyses facilitated a reconceptualization of intersectionality as a mobile, precarious, and transitory accomplishment of selfhood temporarily fixed by the neoliberal rhetoric of “choice” and “self-empowerment.” This is of particular value for understanding transnational practices and processes of contemporary organizational actors.

AS J. L. Hobbs shows so clearly in his recent book, the interest in local history is growing enormously at present. The universities, training colleges and schools, as well as the institutions of further education, are all making more use of local studies—geographical, economic, social and historical—in their regular courses, in their advanced work, and in their publications.

The purpose of this paper is to explore multiple Canadian educators' experiences with the Map the System (MTS) competition, designed to foster and grow systems thinking capacity among students exploring complex questions. The challenge has been an opportunity for social innovation programs (from the nascent to the established) across Canadian post-secondaries to engage both with their own communities and with social innovators internationally, connecting social innovation spaces as part of their third mission. Across the organizations, students valued the interdisciplinary and systems thinking qualities, and organizations benefited from the external competition, there remain questions about organizational engagement in social innovation as a deeply transformative process internally.

All Canadian post-secondary institutions who participated in the 2020 MTS competition (17) were invited to a digital roundtable to discuss their experiences. Ten were able to participate, representing a range of post-secondaries (including large research institutions, undergraduate-only universities and colleges). To facilitate discussion, participants met to discuss format and topics; for the roundtable itself, participant educators used a google form to capture their experiences. These were summarized, anonymized and redistributed for validation and clarification. To reflect this collaborative approach, all participant educators are listed as authors on this paper, alphabetically after the organizing authors.

For students participating in MTS, they have built both their interdisciplinary and systems thinking skills, as well as their commitment to achieving meaningful change in their community. But MTS arrived in fertile environments and acted as an accelerant, driving attention, validation and connection. Yet while this might align with post-secondary education’s third mission, educators expressed concerns about sustainability, internal commitment to change and navigating tensions between a challenge approach and collaborative work, and internal work and national competition limitations. This complicates the simple insertion of MTS in a post-secondary’s social innovation-related third mission.

This study was limited to Canadian post-secondaries participating in MTS, and therefore are not representative of either post-secondaries in Canada, or all the MTS participants although Canada is well represented in the challenge itself. Additionally, while the authors believe their approach to treat all participants as authors, and ensured multiple feedback opportunities in private and collectively, this is a deliberate and potentially controversial move away from a traditional study.

More than half of Canadian universities (a subgroup of post-secondaries) had at least one social innovation initiative, but questions have been raised about whether these initiatives are being evaluated internally, or are triggering the kinds of transformative internal work that might be an outcome. Understanding the impact of MTS one example of a social innovation-related initiative can help advance the broader conversation about the place (s) for social innovation in the post-secondary landscape – and where there is still significant work to be done.

As Canada has only participated in MTS for four years, this is the first inter-institution consideration of its related opportunities and obstacles as a vehicle for transformational social innovation. As well, educators talking openly and frankly to educators reinforces the collaborative quality of social innovation across the post-secondary landscape.

The purpose of this paper is to gain a better understanding of the effects of recruiter friendliness and both verifiable and non-verifiable job attributes in the recruitment process.

In total, 498 participants watched a videoed simulation of a recruitment interview and completed a questionnaire. Three-way analysis of variance (ANOVA) was used to test the interaction and main effect hypotheses.

Applicant reactions were more favorable with a friendly recruiter. The more favorable the verifiable job attribute information (JAI), the more favorable the applicant reactions were to the employment opportunity. Compared to applicants who received negative or no non-verifiable JAI, applicants who received positive or mixed non-verifiable JAI were more attracted to the recruiter, perceived the employment opportunity as more desirable, and were more willing to pursue the employment opportunity. Reactions were most favorable in the positive non-verifiable JAI condition, less favorable in the mixed condition, and least favorable in the negative condition. Surprisingly, the “no information” mean was above the negative information condition.

This fully crossed 2 × 3 × 4 experiment simultaneously examined 2 levels of recruiter friendliness, 3 levels of verifiable job attributes and 4 levels of non-verifiable job attributes. The five dependent variables were attraction to the recruiter, attraction to the employment opportunity, willingness to pursue the employment opportunity, the perceived probability of receiving a job offer and the number of positive inferences made about unknown organizational characteristics. Previous research examining the effects of employment inducements and job attributes were conducted in field settings where it is difficult to control the amount and favorability of JAI applicants receive.

The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.

This article surveys the literature dealing with theory and applications of life cycle costing (LCC). It deals with the literature published in the last 25 years and provides 667 references.

The purpose of this quantitative research was to determine if there are differences in scores on the Connor- Davidson Resilience Scale among undergraduate students involved in honors leadership programs at a four- year university. The study was an analysis of students’ reported resilience scores in relation to the number of leadership activities in which they participated to examine the potential impact of leadership practices on resilience levels of the students. Results of the dependent variables were the total resilience score, and the five factors of resilience: persistence and tenacity; emotional and cognitive control; adaptability and ability to bounce back; control; and spiritual influences. Independent variables were the number of leadership programs completed, age, gender, and class status. The level of significance used for the statistical test was .05. There was no significant difference in the total resilience scores among the three activity groups. However, a majority of students scored well above the national average score, and male students scored slightly higher than females. Additionally, females scored higher than the national average.