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Examines group maturation process as described by the genre. The research also employed a decision‐making model to identify factors which influenced group maturation. A review of the literature revealed that there has been little research on group maturation in administrative decision‐making groups in educational organizations. In order to explore group maturation in an educational setting, the policy board of a teacher centre consortium was studied over the course of a year. The research methods employed were ethnographic. The findings of the study showed that groups may mature following patterns associated with those of the theoretical framework, but that certain factors associated with group decision making may influence group maturation.

The difficulties that MR poses for comparativists were anticipated 40 years ago in Sidney Verba's essay “Some Dilemmas of Comparative Research”, in which he called for a “disciplined configurative approach…based on general rules, but on complicated combinations of them” (Verba, 1967, p. 115). Charles Ragin's (1987) book The Comparative Method eloquently spelled out the mismatch between MR and causal explanation in comparative research. At the most basic level, like most other methods of multivariate statistical analysis MR works by rendering the cases invisible, treating them simply as the source of a set of empirical observations on dependent and independent variables. However, even when scholars embrace the analytical purpose of generalizing about relationships between variables, as opposed to dwelling on specific differences between entities with proper names, the cases of interest in comparative political economy are limited in number and occupy a bounded universe.² They are thus both knowable and manageable. Consequently, retaining named cases in the analysis is an efficient way of conveying information and letting readers evaluate it.³ Moreover, in practice most producers and consumers of comparative political economy are intrinsically interested in specific cases. Why not cater to this interest by keeping our cases visible?

Shalev's (2007) critique of the use of multiple regression in comparative research brings together and synthesizes a variety of previous critiques, ranging from those focusing on foundational issues (e.g., the persistent problem of limited diversity), to estimation issues (e.g., the unrealistic assumption of correct model specification), to narrow technical issues (e.g., the difficulty of deriving valid standard errors for regression coefficients in pooled cross-sectional time-series models). Broadly speaking, these concerns can be described as epistemological, theoretical, and methodological, respectively. While the distinctions among these three are not always clear-cut, the tripartite scheme provides a useful way to map the different kinds of critiques that may be directed at the use of regression analysis in comparative research. In the first half of this essay we build upon Shalev's discussion to clarify the conditions under which regression analysis may be epistemologically, theoretically, or methodologically inappropriate for comparative research. Our goal is to situate Shalev's specific critiques of the use of multiple regression in comparative work within the context of social research in general.

In the aviation sector adversity faced by female pilots stemming from stereotypes, prejudice, and discrimination are well documented. Such adversity in the workplace can cause occupational stress, which may be greater for female pilots, and this influences individual resiliency, impacting job performance and wellbeing. Resilience may be a mitigating factor for coping with occupational stress and individual resilience can be factored into an organisation’s resilience as a whole. When organisations face challenges, there is a need for resilience in order to survive and adapt during disruption and adversity. Resilience with respect to employee and workplace contexts includes both personal resources among the employees as well as workplace resources that are connected to the workplace and organisational environment. As resilience continues to emerge as part of a human capital management strategy, the need to understand the role of the workplace is magnified. For aviation, understanding resilience can potentially inform organisational interventions to address the known occupational stressors and workplace adversity to increase employee performance and well-being. The role of workplace adversity and perceptions of workplace resource availability including supportive environments are discussed in relation to how they influence employee resilience specifically in the aviation industry. The aim of this chapter is to define resilience specific to employee and workplace contexts, introduce personal and workplace resources to influence employee resilience, and discuss the role of occupational stressors specifically for women in male-dominated career fields such as aviation.

Empathy, or the process of feeling or knowing how another feels, is a critical component of social interactions, and may be of particular importance to organizational functioning. This chapter addresses a literature gap on empathy in organizational contexts by providing a review of empathy research in a management setting.

We integrate the developing field of empathy research and provide a conceptual framework built on Ashkanasy’s (2003) five levels of analysis in emotions research, emphasizing within-person, between-person, interpersonal, group-level, and organization-level processes.

Our model addresses the complaint that empathy definitions are not consistent by illustrating how the level of analysis alters the view of empathy’s role in organizations.

This multi-level model of empathy provides a framework to identify gaps in the empathy literature and make recommendations for future research.

This new model of empathy will help practitioners use and understand empathy by providing a structure of how empathy is manifested in organizational settings.

The field of empathy research has been limited by inconsistent definitions and a lack of a model that outlines how empathy is used in organizations. This multi-level model of empathy provides the necessary framework for researchers and practitioners to advance the research and practice of empathy in organizations.

This chapter examines disability rights movement's rejection of a right to physician-assisted suicide (PAS). Supporters of PAS frame the right to enlist a physician's help in determining the nature and timing of one's death as a fundamental liberty interest and as a right to privacy. The disability opposition counters this with disparate impact and slippery slope arguments and stories of disability pride as a rhetorical rejection of a right it deems dangerous and discriminatory. In examining this clash of rights talk, this chapter analyzes the legal and political consequences of anti-rights rhetoric by a movement that is grounded in notions of autonomy and self-determination.

Typical undergraduate research programs involving HBCU students have several weaknesses including the short time of the students’ involvement in the research and the variable level of commitment of faculty mentors. Another issue at HBCUs is the lack of both start-up support for new faculty and external research support, which limits the quality of research projects and the pool of faculty mentors. We designed our NSF-funded undergraduate research program to be a professional development program to help faculty expand their research program and improve their mentoring skills, while at the same time involving undergraduates in research.

Faculty in STEM departments competed for Student Support Grants that provided support for research-related equipment, supplies, travel, and up to two students for one year. Faculty submitted proposals describing their research project, the role of students in the project, and their student mentoring plan. Faculty mentors could recruit their own students for the project, and both faculty mentors and students were required to commit to the research project for one year.

Outcomes of the program were very positive for both the faculty and the students. All of the involved students presented their research at conferences and several were co-authors on research publications. All but a few of the students continued working in research even after their time in the program was over. In addition, many of the supported faculty members were able to use the financial support as a springboard for successful applications for other grant programs.

The purpose of this theoretical paper is to propose that museums can be useful sites in intervening the theory–practice divide in teacher education. The authors draw from their visit to the Center for Civil and Human Rights (CCHR or Center hereafter) to explore the potential of a local museum as a powerful intervention in the preservice teacher education theory/practice divide.

The authors’ theoretical framework draws off of “thinking with theory,” a method of using concepts to make sense of data by “plugging” a concept “into” data (Jackson and Mazzei, 2011). The authors believe that everyone, even their preservice teachers think with theories in an attempt to make sense of information and events. In their social studies methods courses, the authors offer readings, texts, videos and experiences that present ideas and concepts that are new to their preservice teachers in order to expose underlying theories that frame worldviews.

The authors provide four “snapshots” or findings. These include: heroification and villainification, White–Black binary and messianic meta-narratives, empathy and simulation and critical Black patriotism. Each of these snapshots is grounded in theories from scholars in the field of social studies, demonstrating one way to put theory to work.

As the aforementioned snapshots show, the authors found a place like CCHR that can serve as important space to think with theory and deconstruct presented narratives. The authors “plugged” concepts from social studies scholarship “into” the narratives presented at the CCHR. Specifically, the authors used villainification (van Kessel and Crowley, 2017), AsianCrit (Chang, 1993), Black Patriotism (Busey and Walker, 2017) and messianic narratives and martyrdom (Alridge, 2006).

This chapter addresses the complex problem of racial, ethnic, and economic segregation in the United States. How can pedagogy address this fundamental problem, by engaging students directly in efforts to dismantle segregationist housing policies? I begin by reviewing the history of public policies that have generated hypersegregation in American cities. I then describe a set of learning activities designed to help graduate students: (1) understand the ways in which we continue to segregate ourselves via public policy, (2) participate in the spheres in which such policy decisions are made, and (3) critically examine the role of our own institution in racialized neighborhood change. The learning activities presented include critical examination of exclusionary zoning policy; participation in public events, including protests, government hearings, and community meetings; and investigation into the complex causes of gentrification in a neighborhood adjacent to our University. Examples from student products are included. This chapter presents a series of novel learning activities designed to help students understand the real connections between public policy, structural racism, and housing opportunity. I present an approach to teaching that empowers students to participate actively in civic life.